Parents’ Socio-Economic Status And Parental Academic Support For Students: The Moderating Role Of Religiosity

Abstract

This study examined the relationship between parents’ socio-economic status and parental academic support for students and the moderating role of parents’ religiosity. A descriptive cross-sectional design approach was used for the study. With a sample size of 400 junior high school students, 346 participants responded to structured questionnaires. Frequencies and percentages, multivariate analysis of variance, and moderation analysis with Hayes’ PROCESS were the primary statistical methods used in this study. The study found that most parents having children in JHS at the Binduri District were within the middle-level socio-economic status. Autonomy support was the major form of academic support that JHS students in the Binduri Districts had from their parents. Again, parents’ socio-economic status did not significantly predict parental academic support for JHS students in the Binduri District, while parents’ religiosity significantly predicted parental academic support for JHS students in the Binduri District. However, parents’ religiosity did not moderate the relationship between parents’ socio-economic status and parental academic support. There was no gender difference in the academic support JHS students received from their parents. Based on the findings, it is recommended that parents should make an effort to raise their socio-economic status levels so that they would be able to support and provide for the needs of their kids in Junior High School. Parents should also give their kids the form of academic support that helps the students to be more relaxed and expressive. Parents are recommended not to take their religiosity for granted as it goes a long way to influence the academic support, they have for their kids in JHS.