The Relationship Between Parental Involvement in Educational Planning and Children's Emotional Wellbeing During Middle Childhood
DOI:
https://doi.org/10.56916/jirpe.v5i1.2609Keywords:
Parental Involvement, Educational Planning , Emotional Wellbeing , Middle Childhood, school committeesAbstract
Emotional wellbeing during middle childhood significantly influences long-term developmental outcomes, yet the relationship between parental involvement in school-based educational planning and children's emotional wellbeing remains underexplored. This study examined the correlation between parental involvement in educational planning at school and emotional wellbeing among children in middle childhood. A quantitative correlational design was employed with 140 parents of elementary school children (ages 6-12 years) in Cicalengka Sub-district, Bandung Regency, Indonesia. Data were collected via validated questionnaires measuring parental involvement in educational planning (35 items, α = 0.955) and children's emotional wellbeing across three dimensions: hope for the future, sense of control, and self-worth (17 items, α = 0.864). Spearman's rank-order correlation analysis was conducted to assess the relationship between variables. A statistically significant positive correlation was found between parental involvement in educational planning and children's emotional wellbeing (rho = 0.537, p < 0.01), indicating a moderate-strength relationship. Active parental participation in school-based educational planning is meaningfully associated with enhanced emotional wellbeing in elementary school children. These findings suggest that institutional mechanisms facilitating parental engagement in educational decision-making may yield benefits extending beyond academic achievement to encompass psychological wellbeing, informing educational policy and family-school partnership initiatives.
References
Amalia, F., Suriansyah, A., & Rafianti, W. R. (2024). Peran orang tua dalam pendidikan anak: Membangun kolaborasi efektif dengan sekolah. MARAS: Jurnal Penelitian Multidisiplin, 2(4), 2217–2227. https://doi.org/10.60126/maras.v2i4.593
Bandur, A. (2018). Stakeholders’ responses to school-based management in Indonesia. International Journal of Educational Management, 32(6), 1082-1098. https://doi.org/10.1108/IJEM-08-2017-0191
Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 793–828). Wiley.
Candra, T. N. P., & Rizal, M. N. (2021). Sekolah menyenangkan: Konsep sekolah yang mempromosikan well-being berdasarkan suara anak-anak, orang tua, dan guru di Indonesia: Grounded analisis. Jurnal Psikologi Integratif, 9(1), 76–94. https://doi.org/10.14421/jpsi.v9i1.2150
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33–46. https://doi.org/10.1016/j.edurev.2015.01.002
Chen, W., Zheng, Q., Liang, C., Xie, Y., & Gu, D. (2020). Factors influencing college students' mental health promotion: The mediating effect of resilience. International Journal of Environmental Research and Public Health, 17(18), 6624. https://doi.org/10.3390/ijerph17134783
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., Brackett, M., & Taylor, M. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181–1204. https://doi.org/10.1111/cdev.13968
Collins, W. A. (Ed.). (1984). Development during middle childhood: The years from six to twelve. National Academy Press.
Del Giudice, M. (2014). Middle childhood: An evolutionary-developmental synthesis. Child Development Perspectives, 8(4), 193–200. https://doi.org/10.1111/cdep.12084
Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children's emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/10.1007/s10643-012-0504-2
Dotterer, A. M., & Wehrspann, E. (2016). Parent involvement and academic outcomes among urban adolescents: Examining the role of school engagement. Educational Psychology, 36(4), 812–830. https://doi.org/10.1080/01443410.2015.1099617
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Eccles, J. S. (1999). The development of children ages 6 to 14. The Future of Children, 9(2), 30–44. https://doi.org/10.2307/1602703
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
Erdem, C., & Kaya, M. (2020). A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement. Journal of Learning for Development, 7(3), 367-383. https://doi.org/10.56059/jl4d.v7i3.417
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children's early academic success. Journal of School Psychology, 45(1), 3–19. https://doi.org/10.1016/j.jsp.2006.09.002
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237–252. https://doi.org/10.2307/1131378
Harter, S. (1999). The construction of the self: A developmental perspective. Guilford Press.
Harter, S. (2012). The construction of the self: Developmental and sociocultural foundations (2nd ed.). Guilford Press.
Haryanto, S. (2024). Parental involvement in education: Building partnerships for student success and well-being. Education Studies and Teaching Journal (EDUTECH), 1(1), 1–15. https://journal.ppipbr.com/index.php/edutech/article/view/167
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family and Community Connections with Schools.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children's education? Review of Educational Research, 67(1), 3–42. https://doi.org/10.3102/00346543067001003
Huston, A. C., & Ripke, M. N. (Eds.). (2006). Developmental contexts in middle childhood: Bridges to adolescence and adulthood. Cambridge University Press.
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630
Kurniati, E. T., Patimah, S., & Ali, M. M. (2024). Pentingnya peran orang tua dalam mendukung manajemen sekolah. AL-MUNADZOMAH, 4(1), 1–7. https://doi.org/10.31764/al-munadzomah.v4i1.1295
Lachman, M. E., & Weaver, S. L. (1998). The sense of control as a moderator of social class differences in health and well-being. Journal of Personality and Social Psychology, 74(3), 763–773. https://doi.org/10.1037/0022-3514.74.3.763
Lara, L., & Saracostti, M. (2019). Effect of parental involvement on children's academic achievement in Chile. Frontiers in Psychology, 10, Article 1464. https://doi.org/10.3389/fpsyg.2019.01464
LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure, 55(3), 115–122. https://doi.org/10.1080/10459880903472876
Marques, S. C., Lopez, S. J., & Pais-Ribeiro, J. L. (2011). "Building hope for the future": A program to foster strengths in middle-school students. Journal of Happiness Studies, 12(1), 139–152. https://doi.org/10.1007/s10902-009-9180-3
Martinez-Yarza, N., Solabarrieta-Eizaguirre, J., & Santibáñez-Gruber, R. (2024). The impact of family involvement on students’ social-emotional development: the mediational role of school engagement. European Journal of Psychology of Education, 39(4), 4297-4327. https://doi.org/10.1007/s10212-024-00862-1
Prayudha, V. P. (2022). Kontribusi keterlibatan orang tua terhadap kesiapan sekolah pada aspek kompetensi sosial emosional anak prasekolah. Buletin Riset Psikologi dan Kesehatan Mental, 10(1), 1–12. https://repository.unair.ac.id/117208/
Rini, R., Sukamto, I., Ridwan, R., & Hariri, H. (2020). School-based management in Indonesia: Decision-making, problems, and problem-solving strategy. Advances in Social Science, Education and Humanities Research, 422, 229-232. https://doi.org/10.2991/assehr.k.200323.125
Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner's theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243–258. https://doi.org/10.1111/jftr.12022
Sheldon, S. B., & Epstein, J. L. (2010). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196–207. https://doi.org/10.3200/JOER.98.4.196-207
Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H., & Stahl, K. J. (1997). The development and validation of the Children's Hope Scale. Journal of Pediatric Psychology, 22(3), 399–421. https://doi.org/10.1093/jpepsy/22.3.399
Tudge, J. R., Mokrova, I., Hatfield, B. E., & Karnik, R. B. (2009). Uses and misuses of Bronfenbrenner's bioecological theory of human development. Journal of Family Theory & Review, 1(4), 198–210. https://doi.org/10.1111/j.1756-2589.2009.00026.x
VanderWeele, T. J., Trudel-Fitzgerald, C., Allin, P., Farrelly, C., Fletcher, G., Frederick, D. E., Hall, J., Helliwell, J. F., Kim, E. S., Lauinger, W. A., Lee, M. T., Lyubomirsky, S., Margolis, S., McNeely, E., Messer, N., Tay, L., Viswanath, V., Węziak-Białowolska, D., & Kubzansky, L. D. (2020). Current recommendations on the selection of measures for well-being. Preventive Medicine, 133, Article 106004. https://doi.org/10.1016/j.ypmed.2020.106004
Vernez, G., Karam, R., Martorell, P., & Wang, J. (2012). Democratization and decentralization of education: The case of Indonesia. RAND Corporation.
Wang, M. T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625. https://doi.org/10.1111/cdev.12153
Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397. https://doi.org/10.1080/00131911.2013.780009
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ima Siti Halimah, Asep Suryana, Nugraha Suharto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
