A student’s success in school has been linked to parental encouragement. The purpose of this research is to investigate the effects of parental encouragement on students’ performance in school. This investigation on the impact of parental inspiration on academic achievement draws on recent scientific literature and studies. Introduction: Students who have supportive parents tend to do better in school. Because of this, there has been a lot of investigation on how parental encouragement affects students’ performance in the classroom. Meeting the academic requirements of a certain institution is commonly used as a measure of a student’s performance.

The purpose of this research is to investigate the effects of parental encouragement on students’ performance in school. This investigation on the impact of parental inspiration on academic achievement draws on recent scientific literature and studies. Influence of Parental Drive: Academic success is notably affected by parental motivation, according to studies. Hoover-Dempsey and Sandler (1995) define parental motivation as “parental attitudes, behaviors, and involvement in their child’s education.”

Parental participation in a child’s education was found to be a stronger predictor of academic success than family income in a research by Fan and Chen (2001). Similarly, Epstein et al. (1997) discovered that students’ performance on standardized tests increased when their parents were active in their education. Student motivation might also be influenced by their parents. Students whose parents take a more active role in their schooling tend to be more self-motivated, according to research by Wakefield and Martin (2007).

Motivated parents instill in their children a love of learning, a thirst for knowledge, and a sense of personal agency in the classroom. Youth decision-making can also be influenced by parental motivation. According to research by Das, Khan, and Rahat (2013), parents’ level of education, participation, and expectations all have an impact on their children’s future plans. Another research that revealed a correlation between parental participation and college aspirations was conducted by White and Kaya (2014).

The influence of parental inspiration extends beyond time, space, and social boundaries. According to research by Leyendecker et al. (2010), Latino and African American populations benefit more from parental participation in education than other cultures. Low-income families, according to the research of Henderson and Mapp (2002), benefit more from parental participation than do high-income families. This emphasizes the need to learn about the many settings in which parental motivation takes place. How Parents Inspire Their Children: Although research has shown a correlation between parental encouragement and student success, the exact processes through which parental encouragement works remain unclear.

However, research into this topic is just being started. Li (2006) discovered that there was a connection between parental participation and academic success via academic self-concept. Students who have a positive self-image in the classroom are more invested in their studies and do better on standardized assessments. In turn, parental participation and drive have a role in shaping children’s perceptions of their own academic abilities.

Cheung (2012) conducted research on the effects of parental pressure on students’ performance in school. While Cheung discovered that parental pressure might have a detrimental effect on a student’s mental health, she also found that it can motivate adolescents to strive for greater academic success. The study indicated that high levels of parental support magnified the beneficial benefits of parental pressure.

In conclusion, parental encouragement is crucial to a child’s performance in school. The degree to which parents are invested in their children’s education can have a major impact on their children’s academic motivation, goals, and sense of academic self. Parental engagement in academic pursuits has been found to be particularly crucial, and the mechanisms via which parental motivation acts are gradually being deduced from these studies. To completely grasp the numerous ways in which parental motivation might effect children academic achievement, however, further study is required.



Cheung, C. S. (2012). Parental pressure and school-age children’s academic achievement in Hong Kong. Educational Research and Evaluation, (18)3, 239-251.

Das, P. J., Khan, S. M., & Rahat, T. (2013). Influence of parental education, parental involvement, and parental expectations on choosing a career path. Career Development Quarterly, (61)4, 303-312.

Epstein, J. L., Sanders, M. G., Sheldon, S., et al. (1997). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, (13)1, 1-22.

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: National Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory.

Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, (67) 3, 3-42.

Li, M. (2006). The impact of parental involvement on academic self-concept: A developmental perspective. Educational Psychology, (26) 6, 726-746.

Leyendecker, B., Lamb, M. E., Scholmerich, A., et al. (2010). A cross-cultural study of the importance assigned to involvement in children’s schooling: Germany and the United States. Journal of Cross-Cultural Psychology, 41(4), 572-582.

Wakefield, M. A. & Martin, J. (2007). Parental involvement in upper secondary education: A qualitative exploration of contributions to student motivation and academic achievement. American Journal of Education, (113) 2, 195-218.

White, R. A. & Kaya, E. (2014). Examining parental involvement as a predictor of adolescents’ intentions to graduate from high school and enroll in postsecondary education. Journal of Educational Research and Practice, (4)2, 185-196.