EXPLORING THE RELATIONSHIP BETWEEN PARENTAL INVOLVEMENT AND SELF-CONCEPT IN SECONDARY SCHOOL STUDENTS AND ITS INFLUENCE ON EDUCATIONAL ADJUSTMENT

This research paper explored the relationship between parental involvement and self-concept in secondary school students and its influence on educational adjustment. The role of parental involvement, which includes support, guidance, and participation in a child’s education, is important in shaping how adolescents view themselves and how well they adjust in school. Self-concept refers to individuals’ beliefs about themselves, has a significant impact on their academic performance, social interaction, and emotional well-being. Educational adjustment refers to academic success, school satisfaction, and social integration, which is affected by both parental involvement and self-concept. This study used quantitative method. The sample of 100 secondary schools students was selected from government and private schools located in the rural and urban areas of Sonipat district. Tool for collecting the data included Adjustment Inventory for School Students constructed and standardized by A.K.P. Sinha and R.P. Singh (1971) and Parental Involvement Scale developed and standardized by Dr. Vijay Laxmi Chouhan and Mrs. Gunjan Ganota Arora (2008) and Self Concept Scale developed and standardized by R. K. Saraswat (1984). The data were analyzed using descriptive and inferential statistics. The findings of the study revealed that there is statistically significant positive relationship between parental involvement, self concept and educational adjustment among secondary school students. Additionally, higher level of parental involvement and self-concept are associated with better educational adjustment among secondary school students.