Rural Children’s Perceptions of Parental Involvement in Their Education in Pakistan
Ahmed, Q. W., Rönkä, A., & Perälä-Littunen, S. (2022). Rural Children’s Perceptions of Parental Involvement in Their Education in Pakistan. Education Sciences, 12(5), Article 323. https://doi.org/10.3390/educsci12050323
Published inEducation Sciences
© 2022 by the authors. Licensee MDPI, Basel, Switzerland.
Drawing from focus group discussions, this study reports 40 school-aged children’s (12–14 years, boys and girls) perceptions of parental involvement in the context of a developing country with a collectivist culture. The results indicate that despite parental interference, adherence to local customs, poverty, and illiteracy, children felt encouraged by their parents through strategies that reinforced their motivation to continue their education. Extended families’ educated members can also compensate for parents being unable to support their children in learning. The study highlights the role of the socio-cultural context in understanding parental involvement.
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Additional information about fundingThis research was funded by a grant from the Department of Education, University of Jyväskylä.
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