Parental Involvement in Children’s Out-of-School Experiences and Behavioral Outcomes among students in selected primary schools in Addis Ababa

Abstract

Parents have different level of involvement and interaction with their children through which they influence behavioral outcomes. The main purpose of this study was to scrutinize parental involvement in contributing for children’s behavioral outcomes in Addis Ababa. Descriptive survey design was used along with quantitative and qualitative mixed approach. Systematic sampling employed to select child participants (n=452) from seven primary schools. The questionnaire in use was Likert-type three point scale (to measure out-of-school experiences, and parental involvement). Interview and observation checklist were also used.  Purposive sampling was implemented for picking interview respondents and observation settings. Fourteen parent interviewees were part of the study. SPSS 25 was executed for analysis of quantitative data. Case-by-case thematic analysis was employed for analysis of qualitative part. The study revealed that sizeable number of parents pass much time at work and have very limited involvement with child out-of-school experiences. This is due to parents’ work, education engagement, and other social responsibilities. Children have much time on screen watching TV, and playing mobile games on smart phones. This unsupervised engagement on screen made children have limited social interaction, and poor self-regulation. Unmonitored out-of-school experiences negatively affect behavioral outcomes such as social competence, self-regulation, and academic performance. Generally, the result indicated that parental involvement is limited, and children’s out-of-school experiences have influences on child behavioral outcomes.  Family engagement has statistically significant influence on child behavioral outcome as mediator variable. There should be appropriate involvement of parents in support of children to have adaptive behavioral outcomes.