Parental Education Level and Busyness toward Awareness in Supporting Children's Learning
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Abstract
Parental involvement in children's education significantly shapes learning motivation and academic achievement. This study examines how parental education level and busyness influence parental awareness in supporting children's learning at home. A qualitative literature review method was employed following systematic procedures for article identification and thematic synthesis. The analysis reveals that parental education level positively correlates with awareness of effective learning support strategies. Parents with higher education demonstrate better understanding of creating conducive learning environments and maintaining appropriate expectations. Parental busyness affects the availability of time and energy for learning accompaniment, yet high awareness parents maintain quality interaction despite time constraints. The quality of parent-child interaction during learning support matters more than the quantity of time spent. Parental awareness mediates the relationship between parental characteristics and the quality of learning accompaniment. Children internalize values demonstrated by parents through consistent modeling and communication. Intervention programs for enhancing parental involvement must account for differences in education level and busyness among families. Schools and policymakers should develop tailored approaches that address the specific needs and constraints of diverse family backgrounds. Future research should employ qualitative designs to explore subjective experiences of parents across different socioeconomic contexts.
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