Involvement from parents for their children found to have a significant impact on achievement motivation. The study's findings are highly encouraging and have significant implications for educators and parents

According to Archarya (2011), Parents play an essential impact in their children's educational motivation. They provide the required facilities and educational environment, resulting in improved school performance. Parents approve and enjoy educational activities and help their children overcome whatever difficulties they may be experiencing. Parental support is the term for this type of activity. In other terms, parental support refers to parents' guidance, communication, and involvement in their children's academic success. When parents provide frequent verbal encouragement and praise, provide regular feedback for schoolwork, and communicate directly about schoolwork and activities, student achievement is aided. Parents improve their children's lives as well.

As per research, the nature of parental support varies depending on the age of the child. According to Gonzalez-Pienda et al. (2002), parental support decreases as students progress from elementary to middle and eventually high school. Similarly, a study by Fan (2001) found that as children get older, they develop a sense of responsibility and perform better. According to the findings, students whose parents had higher expectations for their children's academic accomplishment performed better from the start of their academic careers and progressed faster from the middle to high school transition phase.

According to Westmoreland, Rosenberg, Lopez & Weiss, 2009, the parental involvement has a strong, positive effect on student achievement. When you examine how much parental involvement influences higher levels of achievement, it has been suggested that in order for schools alone to produce the same learning gains without parental involvement, schools would need to spend approximately $1000 more per student to achieve the same learning gains.

Pong,et al. 2005 discussed that parental support plays pivotal role in schooling of a child and one of the most powerful factors in a child's education which is positively related to their academic performance. Parental support is used to observe its impact on the academic performance of students; it is closely associated with financial, emotional and educational support provided by parents and other family members at home. Academic performance is therefore not merely based on the educational processes within school, it depends no less on the circumstances that young live in, on the encouragement and support teenage receive at home, the atmosphere in the peer group, and lifestyles of adolescents in different places.

Akça, 2012 found that parental attitudes and behaviours that are performed while raising children have a significant impact on children’s future behaviour as well as shaping behaviour at early ages. Children must have healthy relationships with their parents in order to display consistent behaviours in society, to be self sufficient, to gain necessary social skills, and achieve his/her independence. This is closely related with parental attitudes and behaviours; i.e. the parenting styles that the parents adopt. The most common parental attitudes are classified as democratic, authoritarian, permissive, apathetic and overprotective.

Experts have examined the role that parents play in developing intrinsic and extrinsic motivational tendencies in their children (Deci, E. and Ryan, R., 2009)

Baumrind’s (1971) illustrated the authoritative parenting style is more likely to promote a high degree of self-control and social competence in children, whereas the authoritarian, indulgent and neglectful parenting styles (both permissive styles) contribute to low self-control and lack of social competence (Paulson, 1994).

Once the parent establishes an effective motivational approach to elicit academic achievement, it is important that they become active participants in the learning process, to ensure that their student has the tools and support necessary to be an effective and efficient learner for the long term. “A child’s education starts at birth, experts agree, and the most crucial years of learning actually come in the first six years of a child’s life. This means it is parents who hold the key to a child’s future academic success” (Smith, 2011).

Motivation, or the lack of motivation is a learned behavior. Motivation is dependent on the student’s perception of their own competence (Huetinck, L. and Munshin, 2010). If a student is confident in his/ her abilities, then they are more likely to be motivated to engage in that task. 6 In addition they discuss that intrinsic motivation tends to be more effective than a reward system (extrinsic motivation).

It is suggested that parents attempt to lean more on trying to provide autonomous motivations rather than controlled motivation, because the results are more positive and more sustainable (Deci, E. and Ryan, R., 2009). Although rewards can motivate a child to complete a task, it may decrease their interest in the activity itself. As a result if that child is motivated to do well in school solely by a rewards or consequences routine, then that child may tend to discontinue those activities once that stimulus is removed.

To decrease the probability that at some point your child may grow out of that curious stage, parents can demonstrate that even at their age they are still curious and fascinated by learning new things (Beverage, 2013)

Hasan M. (2016) defines parental involvement as the assistance offered by parents to their children in their academic pursuits and exponential rise in academic competition has demonstrated the significant necessity for parental assistance. Parents are regarded as their children's first and most significant teachers and one of the most significant contributions of parents that might have a beneficial impact on the development of an individual is parental support.

Additionally, Moral-García et al. (2020) defines parental support as something that is linked to the adoption of healthy behaviors, pleasure of physical-sports practice, and improved academic achievement. Furthermore, given the present rise in teenage screen usage, it is critical to develop collaborative work programs including schools and families in order to promote healthy habits, enhance academic performance, and achieve social and psychological advantages in students. In a nutshell, it is essential for parents to recognize the value of parental assistance, especially while their children are young. This assistance has been found as a favorable influence on areas not only in terms of academic performance but also in healthy behaviors, physical and sports practice enjoyment.

Furthermore, Erlendsdóttir (2010) defined that parental support refers to a parent's level of involvement in their child's education and life. Various forms of parental support may have a good or bad impact on a child's capacity to succeed in high school and college. Parents were influential in the lives of their children since they were the ones who introduced them to the outside world, including academics.

According to Khajehpour & Ghazvini (2011), there has been evidence that shows that increasing parental involvement can improve a child's chances of success. With this, parental involvement is encouraged since it is considered as a vital component of a child's education, wherein it can help improve their academic achievements.

Similarly, Singh & Sharma (2017) observed that parents play a significant role in the academic success of their kids. This can be evidenced by the positive relationship between parents and their kids. Both the parents and the school must work together to help students become emotionally well-adjusted, since this will help them achieve greater academic success.

In addition to this, Thornton, R. (2015), also concluded that based on the volume of literature on the significance of parental participation, her study found that the majority of parents were active in their children's education. When parents participate in activities such as homework completion and school participation, children are more likely to succeed.

Klootwijk et al. (2021) found out in their study that adolescents with lower levels of parental support reported poorer academic motivation on online versus physical school days, according to their research. The difference in academic motivation between online and physical school days was less pronounced for teenagers with higher levels of parental support. Their data show that parental support for online schooling was a buffering element during the COVID-19 crisis, which was linked with decreased motivation overall. Speculatively, parental support for teenagers is particularly essential in online learning environments, since parental assistance with schoolwork may boost adolescents' emotions of relatedness and competence in their schoolwork. Parental support, on the other hand, may have an indirect impact on academic motivation, such as through effects on mental health and mood. Parental support, in other words, may elicit a pleasant attitude and, as a result, increase academic motivation.

According to Baker et al. (2016), academic motivation is likely to be influenced by an adolescent's relationship with his or her parents. With this in mind, Bülow et al., (2016) stated that homeschooling, on the other hand, may have a detrimental impact on the connection between the teenager and the parent. Previous research has revealed that during the lockdown, parents become more controlling, enforcing additional restrictions on social distance and hygiene, as well as schoolwork completion.

Williams and Sanchez (2013) suggest that there is often an educator-held perception that most parents do not understand instructional deliveries and ways students are learning in the classroom. They suggest this misunderstanding makes it challenging for the parents to actively participate in their student’s education. Williams and Sanchez further indicate that parents feel they face obstacles that prevent them from being involved in the ways and levels that they desire. Four themes emerged to describe the parental involvement barriers: time poverty, lack of access, lack of financial resources, and lack of awareness. Interestingly, of these four themes, the lack of awareness was highlighted by the school employees. These employees suggested the parents’ lack of knowledge and understanding of school/classroom events often strained the interactions between the home and school system (Williams & Sanchez, 2013).

The final sections of the literature review develops the theoretical framework for the study using the six types of parental involvement outlined by Joyce Epstein (2009). At the helm of parental involvement, Joyce Epstein of John Hopkins University, developed the SchoolFamily-Community Partnership of Overlapping Spheres of Influence. The spheres of influence incorporate six key types of parental involvement: parenting, communication, volunteering, learning at home, decision making, and collaborating with the community. Each type of parental involvement outlines and defines practices and strategies that the school and family can enact to produce a strong healthy level of parental involvement.

In most African countries, the socio-economic background of parents tends to affect the academic performance of students. In some Kenyan communities, Orodho (2013) stressed that academic achievement was undermined by parents’ socio-economic status and political factors. This was further cemented by Nadenge (2015) who stated that parents’ socio-economic background influenced the academic performance of students in Nairobi.

Parental involvement is defined as having an awareness of and involvement in school work, understanding of the interaction between parenting skills and the student success in schooling, and a commitment to students (Nadenge, 2015).

Family size has been found to play an important role in student’s academic Performance (Afful, 2014). According to Chen and Liu (2014), family size has a measurable effect on academic outcomes. They further explained that a family’s overall mental maturity level, undivided resources, as well as heightened parental responsiveness and care will all assist children in small-size families in their schooling. The decreasing benefits of family resources on academic performance are rather experienced by children of large family-sizes (Chen & Liu, 2014).

Parental involvement is the focus of countless programs and policies, largely due to the amount of time children spend with their families in the early and impressionable time in their lives. Children spend more time with their families during the first ten years of life than in any other social context (Patrikakou et al., 2005).

According to Beyond the Bake Sale, it is suggested that successful methods to build cultural and social capital include providing parents with information and knowledge as the key to bridging the gap between home and school (Henderson, Mapp, Johnson, & Davies, 2007).

Schools have a strong ability to influence, encourage and empower parents to participate in their child’s educational experience, thereby promoting a positive school and community climate for learning (Brofenbrenner, 1975).

Patrikakou, et al. suggest three groupings that evidence how parental involvement impacts student achievement and success (2005):

1. Interventions with a family support component positively affect children’s outcomes.

2. Parental involvement is a mechanism through which the long-term effect of intervention is achieved.

3. Indicators of parent involvement are associated with significantly higher levels of school performance and success.

Parents play a major role in student achievement; however, based on the Cultural and Social Capital framework, teachers and administrators are very instrumental to the students’ academic achievements as well. While building a partnership with parents, teachers gain a better understanding of the child’s culture, their needs and their academic capabilities, thereby addressing the social capital needs. A study conducted by Stanton-Salazar showed a significant difference in closing the communication gap that exists between the school and home, thereby breaking down the barriers that are in place, and equipping the students with the skills needed to decode the system and achieve at a higher rate (Stanton-Salazar, 1997)

Parental involvement was defined as parental discourse with students about postsecondary studies and preparation as well as parental assistance with schoolwork. The dimension of parental involvement that was assessed was home-based involvement (Hickman, Greenwood, & Miller, 1995; Seginer & Vermulst, 2002; Trusty, 1998). Home-based involvement included direct parental contact with the child at home in the form of frequency of parent-child discussions about post high school plans, discussion of ACT and SAT test preparation, parent-child discussions about college applications, etc. (Trusty).

This literature review focus is on research and studies of homework, parental involvement, parental involvement and homework, and finally parental involvement in homework of students with special needs. You will also learn how parental involvement and participation in the academic growth of our students, according to the studies and research in this review, can affect student’s lives not only academically but both socially and emotionally as well. Parental involvement in student’s school and homework can increase growth for all students particularly those with special needs. In 2000, South Carolina’s General Assembly enacted the “Parental Involvement in Their Children’s Education Act”. This act was a featured and recognized model for the nation. According to No Child Left Behind (2004), Section 1118, Title 1 of the Act, “when implemented correctly, many of the provisions promoting parental involvement incorporate key elements for successful planning and sustaining of parental involvement for schools and families.” p. 3

Most studies on first-generation college students fall into three broad categories: pre-college demographics, expectations, and influences; transition from high school to college; and college persistence or retention (Bui, 2002; Grayson, 1997; Terenzini et al., 1996). The following section will discuss the variety of studies conducted on firstgeneration students in these three areas.

Additionally, using nationally representative NCES data, Horn and Nunez (2000) and Choy (2001) found that first-generation college students were more likely to be African American and Latino. Therefore, ethnic and racial diversity is apparent in this population, bringing to the forefront issues of immigrant status and English as a second language, particularly for Latino and Asian populations (Hune, 2002; Brown & Burkhardt, 1999). Interestingly, Perry and Schachter (2003), as part of their U.S. Census Bureau report, noted that the largest immigrant populations in the U.S. are from Mexico and Latin America, which may speak to the large numbers of first-generation Latino students, and possibly, lack of English proficiency

The overall goal of Title I is to improve the teaching and learning of children in high-poverty schools so that they can meet challenging academic content and performance standards (Patrikakou, 2005).

Parental involvement is the focus of countless programs and policies, largely due to the amount of time children spend with their families in the early and impressionable time in their lives. Children spend more time with their families during the first ten years of life than in any other social context (Patrikakou et al., 2005). Therefore, family involvement sets the tone and condition upon which a child engages in education, thus affecting and impacting their academic success. A second reason parental involvement has been mandated by policies such as NCLB Act and Title I is due to the desire of both the school and parents to educate as well as build the social 16 capital of children effectively. In addition, schools have a strong ability to influence, encourage and empower parents to participate in their child’s educational experience, thereby promoting a positive school and community climate for learning (Brofenbrenner, 1975).

Parents are the child’s first and primary teacher. The National Standards for Parent/Family Involvement programs suggests that parents are a child’s life support system (1998). A parent’s involvement in their child’s school should be beyond the PTA or volunteering in the classroom; their involvement begins in their own home (Berger, 1987). The National Coalition for Parent Involvement in Education (NCPIE), in conjunction with the California School Boards Association (CSBA), describes parent involvement to include: being a part of the decision-making at the school site, collaborating with teachers and coordinating activities that support the curriculum that can be done at home, and partnering with teachers in the educational process to enhance the development and academic achievements of their children (National Coalition for Parent Involvement In Education, 2010) (California School Boards Association, 2010).

Parent participation in the education of students with disabilities has links to democratic society and is a core principle of the Individuals with Disabilities Education Act Parent Participation, 34 C.F. R. § 300.345 (2004) (Turnbull, Stowe, & Huerta, 2007). As such, Turnbull, Turnbull, Erwin, Soodak, and Shogren (2015) note that parent participation means that parents and students with disabilities partner with educators in decision making about students’ education (34 C.F.R. § 300.345) and results in benefits for students, parents, and educators. Despite these mandates and advantages, meaningful parent participation can be elusive.

In addition, some parents of students with disabilities are unhappy with their children’s education in traditional brick-and-mortar schools. Many parents continue to have concerns about the quality of education for their children with disabilities (Hess et al., 2006). Indeed, though supports for students with disabilities in traditional brick-andmortar schools have increased, some special education programs struggle to provide appropriate services for students within inclusive settings.

Parental Support and Academic Achievement

Fan (2001) demonstrated that parents' educational aspiration for their children proved to be strongly related to students' academic growth. Research studies have found that parental educational level has a significant impact on child’s learning, (Khan & Malik, 1999). Similarly, Schneider and Lee (1990) linked the academic success of the East Asian students to the values and aspirations they share with their parents, and also to the home learning activities in which their parents involve with them. In fact, all parents have desired to do something better for their children according to their available resources. But the extent and effectiveness of parental support depends on a variety of reasons, such as, ethnicity, family income, and home environment and their awareness about the importance of education. The “self” is considered as a fundamental concept from the very beginning in personality theories of psychology. It is used generally in two different ways, I and Me. William James (1890 as cited in Funder,2007), has explained a significant division between these two aspects. The self ‘I” as an agent, conducts basic functions, as self regulation, self evaluation etc. “me” as an object, represented in self concepts, in how we

see over selves.

Sacker et al (2002) set out to examine how inequalities in educational achievement and adjustment come about. It has been well known for decades that pupils’ educational achievement is related to parents’ social class yet the mechanisms that form this relationship are not well understood. How does social class influence school achievement? Sacker and her colleagues

. As stated by some teachers Layton (2015) who have students who lacks of having support from parents they were spending about 20 percent of their time helping students resolve non-academic problems that stem from their lives outside school.