Impact of Parental Involvement, Teacher-Student Relationship, and Resilience on Academic Performance among Middle School Students in Kang Won Province, in South Korea

Abstract

This study investigated the impact of parental involvement, teacher-student relationship, and resilience on the academic performance of middle school students in Kang Won Province, South Korean. The study’s participants consisted of students selected from three middle schools in Kang Won Province, South Korea. The research measures employed included the Parental Home and School Involvement Scale, Teacher-Student Relationship Inventory, and the Connor-Davidson Resilience Scale 25. Results from multiple regression analysis showed that perception of parental involvement and resilience are significantly and positively associated with academic performance. However, teacher-student relationship was not found to be significantly related to academic performance. The results also demonstrated that, overall, both male and female students did not believe that their parents were highly involved in their lives; likewise, they did not think highly of the quality of their relationship with their teachers. On the other hand, they reported themselves as being highly resilient. The results also demonstrated gender differences in their perceived teacher-student relationship in that male students’ perception of their relationship with their teachers is more positive than female students’ perception. The results indicated no significant gender differences in reported parental involvement and resilience.