Home Environment, Family Involvement, and Emirati College Student Academic Achievement
Georgia Daleure,Rozz Albon,Khaleel Hinkston,Tarifa Ajaif,John McKeown
December 15, 2013
In educational literature set in Western contexts, student performance is linked to positive family involvement and home environment; however, literature on the educational experience of college students in non-Western contexts, including the Gulf region, is scarce. Using both student and guardian surveys, this quantitative study investigates the effect of home environment and family involvement on the educational experience of students in a federally funded college in the United Arab Emirates (UAE) as well as links between these factors and students’ academic achievement.
Results indicated that academic performance was linked to specific family involvement behaviors—categorized as enablers—financial, logistical, and physical supports; influences—interaction intended to shape values, opinions, and attitudes; and engagements—direct and demonstrable interaction—and to specific home environment factors including parents’ marital statuses, gender, family size, presence of siblings in college or university, parents’ education levels, and mother’s working status.