The imapct of parental involvement,teacher-student relationshiop and resiliency on academic performance

1. Means and standard deviations of all variables. The findings showed that overall, both male and female participants were low in their perceptions of their parental involvement and the quality of their relationship with their teachers. Alternatively, they reported themselves to be high in resiliency. So what do these findings mean in terms of these Korean student sample to be low in their perceptions of parental involvement and teacher-student relationship? What do these findings mean in terms of this student sample to be high in their resiliency? What factors in their life situation could have contributed to these low and high levels? An in-depth discussion of what these findings mean with support from past findings and lietratures.
2. Gender differences for the variable of teacher-student relationship. The findings showed that the male participants perceived their relationship with their teachers to be more positive than their female counterparts. The findings also showed no gender differences in their perceived levels of parental involvement and resiliency. So what do these findings inform me about possible differences in the life situations of these male and female student participants that could have contributed to these differences?

3. Regression Analysis. The regression analysis yielded two significant path coefficients between parental involvement and resiliency with GPA. Given that the coefficients are positive, this means that the higher their perceived level of parental involvement and the more resilient they perceive themselves to be, the better their academic performance. What do these findings tell me about the positive roles that parental involvement and resiliency play in achieving higher academic performance?

4. Teacher-student relationship. My literature review clearly pointed to the importance of the variable in influencing students’ academic performance, yet it was not found to be statistically significant. The findings that the predictor variable of teacher-student relationship exerted not significant influence on my participants’ GPA is interesting. Why? I need to back up my discussion with past findings.

5. Implications of the findings. My study has produced some interesting findings and their practical implications for promoting academic excellence need to be discussed (back up with past findings)

6. Limitation of the study. For example, the regression analysis is essentially correlational and not experimental; the student sample employed for the study is only one area in South Korea. And other limitations…

7. Avenues for future or further research. Given the present obtained findings, what do they suggest for future research? What other areas of interest ( in terms of other variable and their impact on academic performance) are worth investigation in the future?
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