Parental Involvement and Academic Motivation among Primary Students in Rural Nepal

Abstract

This study examines the relationship between parental involvement and academic motivation among primary school students in rural Nepal, where geographical remoteness, economic constraints, and limited parental education create unique challenges for family-school partnerships. Through mixed-methods research involving 385 students, their parents, and 28 teachers across twelve rural schools in three districts, the study investigates how different forms of parental involvement influence children's intrinsic and extrinsic motivation for learning. Findings reveal that while traditional measures of parental involvement such as homework assistance and school communication remain limited due to parents' low literacy levels and work demands, alternative forms including educational aspirations, moral support, and resource provision significantly predict student motivation. The research identifies cultural factors shaping Nepali parents' educational engagement including respect for teachers' authority, gendered expectations, and caste-based educational traditions. Results demonstrate that students whose parents communicate high educational expectations and provide emotional encouragement exhibit stronger intrinsic motivation despite limited direct academic assistance. These findings challenge Western-centric conceptions of parental involvement, suggesting culturally appropriate frameworks recognizing diverse manifestations of family educational support in resource-constrained contexts.