Parent Involvement in Education on Pre-school Muslim Children’s Executive Function Skills Development (EF) in Pattani Province
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Abstract
This study aimed to investigate parent involvement and factors affecting parent involvement in education on children’s executive function skills development (EF). The samples were 237 Pattani pre-school parents selected by quota stratified random sampling. The data were collected via questionnaires and analyzed using means, percentage, standard deviation, and multiple linear regression. The study found that Muslim parents perceived joining parents in religious practices as the highest involvement (=4.14), followed practicing self-reliance (
=4.11), explaining reasons and listening to children’s opinions (
=4.00) respectively. The parents also perceived that teacher relationship with parents were the highest factor affecting their involvement in education (
=4.20), followed by parents (
=4.19), family internal process (
=4.19), school relationship with parents (
=4.19), and children’s characteristics (
=4.09) respectively. The study also found that parents and family internal process are predictor variables statistically significant at the 0.05 level, and that all variables are able to predict the parental involvement in the development of their children's executive function (EF) skills by 48 percent (R-square=0.48) with a statistically significant level of 0.05 (F=43.01, p-value=0.00)
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