Parents roles in young learners motivation and task engagement in Indonesian
primary schools: Questionnaire development and validation
#MMPMID41341145
Lena MS
; Nikolov M
F1000Res
2025[]; 14
(?): 1127
PMID41341145
show ga
BACKGROUND: Parental involvement in a child's second language learning is
important because it affects the process and outcomes. No research has been
conducted in the Indonesian context on what roles parents play in their
children's motivation and task engagement. METHODS: This study aimed to develop
and validate an instrument to measure how parents impact young learners'
motivation to learn English and to engage with tasks. Participants were 270
parents of fifth graders learning English at nine public and private schools in
Padang. The instrument was developed by analysing the literature and existing
tools and creating new items. After getting expert feedback and piloting the
survey, we assessed its validity and reliability. Research questions examined
factors affecting its effectiveness. RESULTS: The questionnaire was analysed
through EFA and CFA via jamovi. EFA identified five dimensions: (1) parental
involvement, (2) expectations, (3) access to resources, (4) enrichment and (5)
extracurricular activities. The CFA fit indices (CFI = .945, TLI = .934, SRMR =
.045, RMSEA = .059) confirmed the model's suitability. The questionnaire showed
strong validity and reliability, with measures exceeding.70, making it effective
for gathering data on parental roles in Indonesian children's learning of
English. CONCLUSIONS: This validation study offers an effective diagnostic tool
for teachers, administrators, and policymakers to pinpoint the particular
dimensions of parental involvement that affect children's motivation and task
engagement as they learn English. The findings highlight the critical role of
recognising parents as active collaborators along the language learning journey.
The study improves the theoretical understanding of the impact of parental
behaviour in educational psychology and motivation studies. The findings are
consistent with self-determination theory, providing a more nuanced perspective
to explore how different forms of parental participation influence student
motivation and task engagement in learning English.
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