Parental Involvement and Students’ Intrinsic Motivation at Elementary Level

Abstract

This study investigates the relationship between parental involvement and students' intrinsic motivation at the elementary level in the District of Dera Ghazi Khan (DGK). The primary objectives were: to analyse students' perceptions of parental involvement and intrinsic motivation, and to examine the relationship between these two variables among elementary school students. The total population comprised 60,100 male and female students enrolled in public schools located in both urban and rural areas across DGK. A representative sample of 398 students was selected through stratified random sampling. Data was collected using a structured questionnaire, and the analysis was conducted using SPSS version 26. Descriptive statistics revealed moderate to high levels of perceived parental involvement and intrinsic motivation. Correlation analysis indicated a significant positive relationship between various dimensions of parental involvement—parenting, communication, volunteering, and learning at home — and students' intrinsic motivation. The findings highlight the importance of family engagement in fostering students' intrinsic motivation to learn, suggesting that schools should encourage and facilitate greater parental involvement in their children's education.