Scholar: Vol. 10, No. 2 (2018)
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ItemThe relationship between teachers' perception toward teachers' leadership capacity and teachers' occupational stress in in-Gumla High School, Injan-Yang Township, Kachin State, MyanmarThe main purpose of this study was to determine the relationship between teachers’ perception toward teachers’ leadership capacity and teachers’ occupational stress in In-gumla High School in 2016 - 2017 academic year. The total of 45 fulltime teachers at selected School were surveyed by research instruments. The research instrument for this study was utilized to investigate the teachers’ perception toward their Leadership Capacity and their occupational stress in the school. The collected data was analyzed by using mean, standard deviation and Pearson Product Moment Correlation Coefficient. The study found out that the level of teachers’ perception towards Teachers’ Leadership Capacity was ‘high’ and the level of teachers’ perception toward Teachers’ Occupational Stress was ‘low’ for the chosen school. As the result of findings between Teachers’ Leadership Capacity and Teachers’ Occupational Stress mean score, r value was .438, with significant correlation value of .01. The hypothesis was accepted as the study discovered that there was positive significance relationship between teachers’ perception towards Teachers’ Leadership Capacity and Occupational Stress was existing at chosen School. Teachers are recommended to seek the ways how to work with co-teachers closely than ever before and to develop skill and capacity to have high productivity and good performance to achieve organizational goals. It was also recommended for the teachers to avail the opportunities of the cutting-edge information and motivational seminars or courses to improve working conditions, and to reduce individual stress at their workplace. The management of this institution should check, evaluate, supervise and provide support to build a good relationship with the teachers to enhanced more strongly for achieving success and sustainability of school.
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ItemThe relationship between teachers' perception toward principal's leadership behavior and school climate among Nursery & Kindergarten sections in an International school of ThailandThis study was conducted mainly to determine if there was significant relationship between teachers’ perception towards principal’s leadership behavior and school climate among Nursery & Kindergarten sections in an International school of Thailand in academic year 2016 – 2017. Questionnaires composed of Leader Behavior Description and the Organization Climate Description items were given to 53 of full-time teachers in this study. The study found that teachers in Nursery & Kindergarten sections were perceived their principal as task behavior leader, and the school climate were positive. Moreover, there was a significant relationship between teachers’ perception towards principal’s leadership behavior and school climate among Nursery & Kindergarten sections in an International school of Thailand.
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ItemInfluence of attachment styles on the well-being of Maldivian University and college students, being mediated by prosocial behavior, social skills, self-esteem, and trust in others(Assumption University Press, 2018) Ibrahim, Aishath Jinanee ; Natalie Chantagul ; Madathil, JayamalaThe present investigation attempted to examine the direct and indirect influences of attachment style on well-being being mediated by prosocial behavior, social skills, self-esteem, and trust in others, and also to determine if the hypothesized paths would vary as a function of gender. A total of 1,110 Maldivian university and college students aged between 18 and 30 years consented to fill in a set of questionnaires. In the study two hierarchical models were posited, evaluated, and compared as to their efficacy in explaining the influence of the exogenous variable attachment style on the criterion variable of well-being, via the four cited mediating variables. Evaluation and comparison of the fit of these two nested models pointed to the direct path model as being more parsimonious and better fitting than the full indirect path model. Additionally, it was hypothesized that there are significant differences in the relationships proposed in the model, based on gender. The results confirmed that the patterns of structural relationships posited between attachment style and well-being operated similarly for the male and female Maldivian participants. In effect, no significant gender differences in the hypothesized relationships were found.
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ItemA comparative study of mathematics self-efficacy and anxiety levels of Grades 10-12 students at Thai Christian School before and after supplemental practice use of the mathematics e-learning application website Khan AcademyThe purpose of this study was to determine if students’ mathematics selfefficacy could be increased and their mathematics anxiety could be reduced by adding supplemental mathematics practice using the internet-based website Khan Academy to increase mastery experiences in solving mathematics problems. The study focused on 156 Grades 10-12 students at Thai Christian School in Bangkok. A research experiment was conducted during the course of the second semester of the 2016 school year based on Bandura (1977) sources of self-efficacy (mastery experience, vicarious experiences, verbal persuasion, psychological factors). During the experiment, the students received weekly supplemental mathematics practice by homework recommendations from the researcher sent using the Khan Academy website. A comparison was made between the students’ mathematics self-efficacy and mathematics anxiety before and after the research experiment and after the research experiment. The research included four objectives. Objectives one and two were to determine students’ mathematics self-efficacy levels and mathematics anxiety levels at the beginning and end of the research experiment. Objectives three and four were to determine if a significant increase in mathematics self-efficacy and a significant reduction in mathematics anxiety could be achieved through the addition of supplemental mathematics exercises using the mathematics e-learning website Khan Academy. The major findings in this research were that the average students’ mathematics self-efficacy increased, and the average students’ mathematics anxiety was reduced in all three-program emphasis (mathematics science, mathematicsEnglish, English-Chinese). Overall Mathematics self-efficacy increased significantly for the entire sample and mathematics anxiety reduced significantly for the entire sample.
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ItemTransforming a literary work into a dramatic performance: a qualitative case study of the experiences of selected international school students in Thailand and Myanmar This is a qualitative case study of how selected middle and high school students at two international schools, one in Thailand and another in Myanmar, took literary texts and transformed them into dramatic performances. From 2010-2015, I directed my students in three stage plays and three films. Ten student performers from those plays and films became participants in this study. I interviewed these students about their experiences. My objective was to explore how each participant had reflected on their own personalities, characteristics, and experiences while developing their performance, whether the students, in retrospect, viewed their ultimate portrayal as being the character or themselves, and what benefits were accrued to each student through engaging in the dramatic performance. The resulting data confirmed that developing the dramatic performances had been a meaningful experience for the students. Indeed, they had explored their own personalities and emotions. The participants reported powerful vicarious experiences, emotional catharsis, inward contemplation, self-analysis, and self-realization. Many of the participants had overcome shyness, increased their level of self-confidence, developed close social relationships with their fellow actors, and achieved a deeper understanding of literature. The study includes the background of the research, including an anecdote from the filming of 2012’s Romeo and Juliet which served as the impetus for the study, a review of related literature, an explanation of the study’s methodology, a narrative description of the data along with conclusions drawn from that data, and a discussion and recommendations for further research.
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ItemA correlational-comparative study of Grades 9, 10, 11 and 12 students' motivation for learning biology and their biology achievement at Pan-Asia International School, ThailandThis study investigated student motivation for learning biology, with student biology achievement at Pan-Asia International School (PAIS) in Thailand. The study separated Grades 9 and 10 students, and Grades 11 and 12 students according to their academic program. The study examined the motivation of 64 Grades 9 and 10 students (“Pre-IB” Program), and 43 Grades 11 and 12 students (International Baccalaureate Diploma Program). The researcher used the Motivated Strategies for Learning Science Questionnaire (MSLSQ) to identify the student motivation level for learning biology of these 107 students in the high school department at PAIS. Student motivation level for learning biology was determined from five components of motivation for learning: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs and self-efficacy for learning and performance. Student achievement in biology was examined using two achievement placement tests created from past International Baccalaureate exam questions. The data collected was analyzed using means, standard deviations, Pearson product moment correlation coefficients and an independent samples t-test. The findings showed that the level of students’ motivation for learning biology in both Grades 9 and 10 and Grades 11 and 12 was high. A significant relationship was determined between students’ motivation level for learning biology and student biology achievement for both Grades 9 and 10 and Grades 11 and 12. Grade 12 students at PAIS were determined as having a lower level of motivation for learning biology, in comparison with the other grade levels studied. Recommendations for schools, teachers and future researchers were identified.
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ItemA comparative study of students' motivation for learning English as a foreign language and their preferences for instructional strategies in Grades 9-12 at Pan-Asia international school, Bangkok, ThailandThis study focused on Grades 9-12 at Pan-Asia International School in the academic year 2016. The main purposes of this study were: 1) to determine the level of students’ motivation for learning English as a foreign language (EFL); 2) to determine the students’ preferences among five instructional strategies for teaching EFL; 3) to compare the students’ motivation for learning social studies according to their preferences for instructional strategies. The study was designed as a quantitative and comparative study using two questionnaires: a motivation questionnaire and an instructional strategies preferences questionnaire. The respondents were 123 EFL students during the academic year 2015-2016 in PAIS. The data collected by the 2 questionnaires was analyzed first by descriptive statistics, frequency & percentage, mean, standard deviation and then by inferential statistics, i.e., a One-way Analysis of Variance (ANOVA). The results of this study indicated that student motivation for learning EFL in Grades 9-12 was high. Among the five motivation subscales, task value, control of learning beliefs, extrinsic goal orientation, self-efficacy for learning & performance were all high, but intrinsic goal orientation was moderate. For the five instructional strategies preferences, 26.8% of the students preferred experiential learning, 20.3% preferred indirect instruction, 18.7% preferred interactive instruction, 17.9% preferred independent study and 16.3% preferred direct instruction. The research indicated that there was no significant difference between the students’ motivation for learning EFL according to their preferences for instructional strategies in Grades 9-12 at PAIS.
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ItemThe relationship of motivation and perceived parental encouragement with English oral skills achievement of Grades 6 to 8 students at KPIS International School, Bangkok The purpose of this study was to determine the level of KPIS International School Grades 6-8 students’ motivation, perceived parental encouragement and achievement in learning English oral skills as well as their relationship with each other. A motivation questionnaire was used to collect data from 81 Grades 6-8 students studying Language Arts in the academic year 2016 - 2017 at KPIS International School. Means, standard deviations, multiple correlation coefficient and multiple linear regression were used to analyze the data. The findings showed that the respondents had a slightly high level of motivation, perceived parental encouragement and English oral skills achievement. Amongst the subscale of motivation, students were mostly motivated integratively, followed by instrumentally and were least motivated by their attitudes to the learning situation. The relationships among the variables were investigated and it was found that all three had significant positive relationships with each other. Between motivation and perceived parental encouragement, motivation had a stronger relationship and could explain a higher percentage of variance of English oral skills achievement.
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ItemA comparative study of teachers' perceptions towards administrative support according to their demographic factors at three public high schools in Kyeemyindine Township, Yangon, MyanmarThe main purpose of this study was to compare teachers’ perceptions of administrative support according to their demographic factors including age, grade level currently teaching and years of teaching experience at three public high schools in Kyeemyindine Township, Yangon, Myanmar. A total of 102 teachers from three public high schools in Kyeemyindine Township completed a survey questionnaire designed for identifying the teacher’s demographic factors and their perceptions towards administrative support. The questionnaire was adapted from the Methner Administrative Support Survey (MASS), developed and utilized in 2013 by Methner. This study was designed as a quantitative and comparative study. The data gathered from this study was analyzed using Descriptive Statistics (Frequency & Percentage, Means and Standard Deviation), One-Way Analysis of Variance (ANOVA) and PostHoc Multiple Comparison. The study discovered that there were significant differences of teachers’ perceptions towards administrative support according to their demographic factors in three public high schools in Kyeemyindine Township, Yangon, Myanmar. This study would give valuable insight into the role of administrative support in shaping teacher-principal relationships, school climate and student achievement. It reveals that administrators must make a greater effort to improve teacher-principal relationships through effective implementation of innovative instructional leadership approaches, such as classroom walkthroughs and professional learning development. Improved teacher-principal relationships can contribute to better instructional practices and enhanced student achievement.
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ItemA comparative study of Grade 12 students' use of direct and indirect second language learning strategies according to their gender and classes at Luchuan High school, Guangxi, ChinaThis research mainly focused on the Chinese Grade 12 students’ use of second language learning strategies during the academic year 2016-2017, at Luchuan High school, Guangxi, China. A total of 120 students from grade 12 in this study. The data were collected based on the questionnaire of learning strategies for English learning. The study found that Grade 12 students used both direct strategies and indirect strategies for their English learning at a medium level; the use of overall learning strategies was also at a medium level. There was no significantly difference of students' use of second language learning strategies according to their gender, the direct strategies and indirect strategies. There is a significant difference of students' use of second language learning strategies according to their classes.
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ItemThe relationship between teachers' perception of instructional leadership and organizational climate at Santichon Islamic SchoolThe main purpose of this study were to identify teachers’ perceptions of instructional leadership including the examination of several constructs (frame the school goals, communicate the school goal, supervise & evaluate instruction, coordinate the curriculum, monitor student progress, protect instructional time, maintain high visibility, provide incentives for teachers, promote professional development and provide incentives for learning) and organizational climate, and to determine the relationship between teachers’ instructional leadership and organizational climate at Santichon Islamic School, Bangkok, Thailand, in the academic year of 2016-2017 . A questionnaire was used to investigate the teachers’ level of instructional leadership and organizational climate as a source of data. A total of 87 full time teachers from Santichon Islamic School were selected as the participants in this study. The study found that the level of teachers’ instructional leadership was “moderate”, but the level of teachers’ organizational climate was “high”. In addition, there was no significant relationship between teachers’ instructional leadership and organizational climate.
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ItemInfluence of coping style on life satisfaction Among Vietnamese undergraduates of psychology, mediated by stress, anxiety, and depressionThis study investigated (1) the direct influence of coping style on life satisfaction; (2) the indirect influences of coping style on life satisfaction, being mediated by depression, anxiety, and stress; and (3) gender differences in coping style, life satisfaction, depression, anxiety, and stress on a sample of 510 Vietnamese undergraduates of psychology in Ho Chi Minh city. Vietnamese-translated versions of the Coping Inventory for Stressful Situations (CISS), Depression, Anxiety, and Stress Scale (DASS), Satisfaction with Life Scale (SWLS) and a researcherconstructed demographic questionnaire were employed for data collection. Reliability test, the t-test, and multiple regression analysis were used in data analysis. Results revealed that problem-focused coping and avoidance-focused coping were positively related to life satisfaction while emotion-focused coping was found to be negatively correlated with life satisfaction. Furthermore, problem-focused coping was found to be negatively correlated with depression, anxiety, and stress, whereas emotion-focused coping was found to be positively correlated with the three emotive variables. Avoidance-focused coping was negatively correlated with depression. In terms of testing indirect relationship hypothesis, the regression analysis showed that there was an indirect influence of emotion-focused coping and voidance-focused coping on Vietnamese psychology undergraduate students’ life satisfaction, being mediated by their reported level of depression. Additionally, no significant gender differences were found in problem-focused coping, depression, anxiety, stress, and life satisfaction. In contrast, there were significant gender differences in emotionfocused coping and avoidance-focused coping such that Vietnamese female students of psychology tended to employ emotion-focused coping and avoidance-focused coping more than their male counterparts.
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ItemA comparative study of Grades 9-12 students' perceptions of teaching effectiveness in music class according to gender, years of enrollment, and music instrument played at the American School of Bangkok, Green Valley campus The aims of this study were to identify Grades 9-12 students’ perceptions on teaching effectiveness of teachers in music class at the American School of Bangkok, Green Valley campus, and to determine whether there was a significant difference among these students’ perceptions according to their gender, years of enrollment, and music instrument played. This study focused on 81 Grades 9-12 students who enrolled music class at the American School of Bangkok, Green Valley campus, during the academic year 2016-2017. The students answered a questionnaire after learning to play and perform an instrument for at least a nine-month period. The research findings revealed that there was no significant difference among students’ perceptions according to all three demographic categories, gender, years of enrollment, and music instrument played, and suggested that Grades 9-12 students, regardless of their demographic differences, perceived teaching effectiveness of music class as very effective. Based on the findings, recommendations for students, teachers, administrators and future researchers were provided.
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ItemA correlational-comparative study of students' perceptual learning style preferences in learning English as a foreign language and their academic achievement in the Cetana academic program for English at Myanmar Institute of TheologyThis study was conducted mainly to investigate the perceptual learning styles of the students in the Cetana Academic Program for English (CAPE) at the Myanmar Institute of Theology which is in Insein Township, Yangon, Myanmar. This study was carried out to determine the preferred learning styles of the students and compare and correlate those learning styles with the students’ learning achievement. The research was conducted from December 8 to 9, 2016 at CAPE. In this study, Reid’s Perceptual Learning Styles Questionnaire was used as the primary source of data collection. The data collected from the 118 questionnaires were analyzed by percentage and frequency, mean and standard deviations, One-way ANOVA and Pearson product-moment correlation coefficient. This study found out that the students preferred kinesthetic learning style most followed by mixed, group, auditory, visual and tactile and individual learning styles. There was no relationship between learning styles and learning achievement. The results of this study demonstrated that the Elementary to Upper-intermediate students did favor kinesthetic projects as their most preferred learning style. There was no significant difference between the Elementary to Upper-intermediate students’ learning achievement, according to their most preferred learning style. It is recommended that CAPE uses current data to plan future professional development and school-wide changes in teacher instruction to help create a learning environment that best supports students’ learning styles.
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ItemThe relationship of teachers' perception towards their leadership capacity and their level of job satisfaction in an international school in BangkokThe purpose of this research was to study the relationship of the teachers’ perception towards their leadership capacity and their level of job satisfaction in an international school in Bangkok during the academic year 2016-2017. This researcher used the high capacity leadership instrument adopted from Pierce (2007) based on Lambert’s (2003) leadership capacity school survey (LCSS), as well as the job satisfaction survey adopted from Drukpa (2004). The results showed there was a significant relationship between the teachers’ perception towards their leadership capacity and their level of job satisfaction in this international school. The correlation analysis result showed there was a strong positive relationship between teachers’ perception towards their leadership capacity and their level of job satisfaction. The findings were discussed and the research confirmed that sustained school improvement can be facilitated with increased teacher leadership capacity resulting in increased levels of job satisfaction among teachers as they experience improved student outcomes. The study recommended the school leaders and teachers to sustain and further develop their leadership capacity and skills so as to maintain the high level of job satisfaction.
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ItemA comparative study of Grade 11 students' and teachers' attitudes towards cooperative learning in two international schools in Phnom PenhThis research was conducted at two international high schools in Phnom Penh, in the school year 2016. The purposes were: 1) to determine the Grade 11 students’ attitudes towards cooperative learning; 2) to determine the Grade 11 teachers’ attitudes towards cooperative learning; 3) To determine if there was a significant difference between Grade 11 students’ and Grade 11 teachers’ attitudes towards cooperative learning. The study followed a quantitative research methodology employing both students’ and teachers’ questionnaires including three main elements of attitudes subscales (affective element, behavioral element, and cognitive element of the ABC model of attitude formation). The sample respondents were 337 Grade 11 students and 51 Grade 11 teachers at two international high schools in Phnom Penh. There were three main findings: 1) the overall level of Grade 11 students’ attitudes towards cooperative learning was highly positive; 2) the overall level of Grade 11 teachers’ attitudes towards cooperative learning was highly positive; 3) there was no significant difference between Grade 11 students’ and Grade 11 teachers’ attitudes towards cooperative learning. The article concludes with recommendations for practice and for future research.
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ItemA strategic leadership model for teacher evaluation using walkthroughs for student engagement at international school in ThailandThis study used a multi-method approach to develop a model that changed the focus of teacher evaluation by using walkthroughs to guide teacher evaluation in order to increase student engagement utilizing a strategic leadership model. The objectives were (1) to explore the current practices in teacher evaluation, walkthroughs, and student engagement, (2) to determine the current practices of teacher evaluation, walkthroughs and student engagement at international schools in Thailand, (3) to develop the proposed strategic leadership model in teacher evaluation using walkthroughs to increase student engagement, and, (4) to implement the proposed strategic leadership model in teacher evaluation using walkthrough to increase student engagement in an international school in Bangkok. Current practices regarding teacher evaluation were established by using a content analysis-based questionnaire sampling schools registered with the International Schools Association of Thailand. The results of the questionnaire and the focus group interviews conducted, pointed to a major problem with teacher evaluation and its implementation. Current models of teacher evaluation and the leadership behind them were not effective. A new strategic leadership model was developed to use walkthroughs to improve student engagement. The model was implemented at a family of international schools in Bangkok over a six-month period. Walkthroughs gauging student engagement in areas of curriculum, instruction, environment and learning were conducted at the beginning and end of the trial period. A paired sample t-test was used to measure for statistical significance. In each of the four areas the findings were significant thereby validating the strategic leadership model and its application.
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ItemThe relationship between foreign teachers' perception of leadership styles and motivation at Assumption College Bangrak Campus, BangkokThe main purpose of this study was to investigate the possible relationship between foreign teachers’ perception of leadership styles and motivation at Assumption College Bangrak Campus, in which 51 foreign teachers participated. For the 3 research objectives a quantitative study was used with the following purpose: (1) To investigate foreign teachers’ perception on the leadership style of the administrator of Assumption College Bangrak Campus. (2) To investigate foreign teachers’ perception on their own motivation at Assumption College Bangrak Campus. (3) To investigate if a significant relationship between foreign teachers’ perception on the leadership style of the administrator of Assumption College Bangrak Campus and their own motivation exist. The main research instrument consisted of 44 different research questions, which were adapted from Johnson’s study on employee motivation (1997), and from Indvik’s study on the path-goal theory (1985). The results showed that (1) the leadership style of the administrator of Assumption College Bangrak Campus is perceived to be supportive leadership by the majority of foreign teachers, (2) the majority of foreign teachers perceive their own motivation to be the need to fulfill esteem needs first and (3) there is a significant relationship between foreign teachers’ perception on the leadership style of the administrator of Assumption College Bangrak Campus and their own motivation.
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ItemA comparative study of teachers' perception towards values education management according to their demographics at Bangkok Christian International School, ThailandThe primary purpose of this research was to determine teachers' perceptions towards values education management according to their demographics in Bangkok Christian International School in Thailand. The study surveyed all 45 teachers in Pre-school, Elementary school, and High school department at Bangkok Christian International School in Thailand during the academic year 2016-2017. The research used the questionnaire adopted from Ye’s (2006) study, based on the Ministerial Council on Education in Australian (2002). The research found that teachers' perception towards values education management at BCIS in Bangkok, Thailand was regarded as much practice, and there were no significant differences in the teachers’ perception towards values education management according to their demographics, including gender, nationality, educational background, and teaching experience at Bangkok Christian International School in Thailand. For the school improvement regarding values education management, administrators and teachers at the school were recommended to develop the channel of conversation and cooperation with parents, create projects to promote the fundamental values of Christian values, and improve the effective planning and management for enhancing Christian values development.
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ItemA comparative study of university students' perceptions towards parental involvement according to their demographics at Myanmar institute of theology in Yangon, MyanmarThe major purpose of this study was to investigate the amount of parental involvement from the perspectives of today’s university students including the examination of several variables (gender, ethnic background, parents’ annual income, parents’ education background, and location) to determine if different amount of parental involvement exists according to the students’ demographics at Liberal Arts program in Myanmar Institute of Theology, Yangon, Myanmar. A questionnaire was utilized as the primary research instrument. A total of 212 university freshmen studying at Liberal Arts program in academic year of (2016-2017) were selected as the participants in this study. The study found that university students at Liberal Arts program received “moderate involvement” from their parents during their university experiences. In addition, significant differences in university students’ perceptions towards parental involvement were witnessed according to their gender and parents’ annual income, even though there were no significant differences in university students’ perceptions towards parental involvement according to their ethnic background, parents’ education background, and location.