PARENTAL INVOLVEMENT AS A PREDICTOR OF STUDENTS’ GRIT IN SAN JOSE NATIONAL HIGH SCHOOL, BISLIG CITY DIVISION: A DESCRIPTIVE- CORRELATIONAL APPROACH

Education

This study examined parental involvement as a predictor of students’ grit among Grades 7–10 learners of San Jose National High School, Bislig City Division. Anchored on Epstein’s Framework of Six Types of Parental Involvement and Duckworth’s Grit Theory, it investigated (a) the level of parental involvement across parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community; (b) students’ grit in terms of perseverance of effort and consistency of interest; and (c) the relationship and predictive effects of parental involvement domains on grit. A quantitative descriptive–correlational design was employed. Forty (40) matched student–parent pairs were selected through stratified random sampling with proportional allocation across grade levels. Parents answered an Epstein-aligned parental involvement questionnaire, while students completed the Short Grit Scale (Grit-S). Descriptive statistics, Pearson product–moment correlation, and multiple regression were used at α = .05. Results showed moderate-to-high parental involvement overall (M = 3.72, SD = 0.41), with higher engagement in learning at home and parenting and lower involvement in decision-making and volunteering. Students showed moderate-to-high overall grit (M = 3.52, SD = 0.46), with perseverance of effort higher than consistency of interest. Parental involvement was significantly associated with perseverance of effort (r = .41, p = .009) but not with consistency of interest (r = .17, p = .29). Regression analysis indicated that parenting (β = .36, p = .012) and learning at home (β = .31, p = .028) significantly predicted perseverance of effort. Findings underscore the importance of structured home routines and supportive parenting practices in strengthening learners’ persistence in school tasks.

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