Title: Examining the Moderating Role of Parental Involvement on the Relationship between Self-Efficacy for Blended Learning and Academic Performance amidst Covid-19 Pandemic
Authors: Roger P. Turingan and Jobelle A. Gabayeron
Volume: 6
Issue: 5
Pages: 186-191
Publication Date: 2022/05/28
Abstract:
The study aimed to investigate the moderating role of parental involvement on the relationship between self-efficacy for blended learning and academic performance. Parental Involvement Questionnaire (PIQ) and Self-efficacy for Blended Learning Scale (SEBLS) were developed and administered. The psychometric properties of both instruments were established using Rasch Analysis. A moderation analysis using hierarchical regression was conducted to determine the significant increase in variance in academic performance explained by the addition of an interaction term between parental involvement and self-efficacy for blended learning. Results indicate that parental involvement moderated the effect of self-efficacy for blended learning on academic performance. Simple slopes analysis revealed that the higher the parental involvement received by the students, the stronger the relationship between self-efficacy for blended learning and academic performance. However, at low level of parental involvement, self-efficacy for blended learning did not predict academic performance. The findings suggest that schools should conduct programs that aim to promote parental involvement to enhance self-efficacy of students amidst Covid-19 pandemic.