Pengaruh gaya keibubapaan, penglibatan ibu bapa dan kecerdasan emosi terhadap pencapaian akademik di Limbang, Sarawak

• المؤلف الرئيسي: Ngu, Leh Seng
• التنسيق: أطروحة
• اللغة: الإنجليزية; الإنجليزية
• منشور في: 2017
• الموضوعات: LB Theory and practice of education
• الوصول للمادة أونلاين: https://etd.uum.edu.my/6996/1/s93636_01.pdf; https://etd.uum.edu.my/6996/2/s93636_02.pdf; https://etd.uum.edu.my/6996/

Academic achievement is a measurement of knowledge required in the development of a country. However, there is a gap in academic achievement between our country with other countries and between the states within our own country especially states with many rural schools such as in Sarawak. Many previous studies have shown that parents and students are the major factors in influencing academic achievement. The main purpose of this study was to identify the type of parenting styles, the level of parental involvement, emotional intelligence and academic achievement as well as their effect on academic achievement in Limbang, Sarawak. Instrument used were Parenting Styles Scale, Inventory of Parental Influence - IPI Campell and The Paternal Involvement Scale (PIS) and Maternal Involvement Scale (MIS) and the Inventory of Emotional Intelligence Malaysia - Youth (KEM-R) which has been modified to measure parenting styles, parental involvement and emotional intelligence. A total of 59 items in the questionnaire using 5 point Likert scale was used. The respondents consist of 406 Form Five students in secondary schools in Limbang. Descriptive were used to measure the type of parenting styles and the level of parental involvement, emotional intelligence and academic achievement. SEMPLS was used to test the measurement model and structural equation model. The findings showed that many parents adopt an authoritative parenting style. The level of parental involvement and emotional intelligence were high while the level of academic achievement was moderate. The results of the study showed that both parenting styles and parental involvement factor have significant influence on academic achievement and emotional intelligence. However, there was no significant relationship between emotional intelligence and academic achievement. The study also shows that emotional intelligence is not a mediator variable of parenting styles and academic achievement and parental involvement and academic achievement. The findings of this study will beneficial to students, parents, and educators in schools, the Department and the Ministry of Education as a guide to produce students who are able to develop their potential optimally and comprehensively to be excellent humans in line with the National Education Philosophy