INFLUENCE OF HOME ENVIRONMENT ON STUDENTS ATTITUDE TO SCHOOLING
Keywords:
Home Environment, students, Attitude, SchoolingAbstract
Education is the process of passing knowledge and value from experienced to less experienced ones, which has a great value in our society; the schooling process provides adequate support in eradicating illiteracy. The article explored the influence of home environments on student’s attitude to schooling, it examines how home environment related issues like parental attitude towards child education, household duties and child labour, family background and stability, family level of income and the quality of parental care can influence students attitude to schooling. A qualitative research method was employed using documented analysis and philosophical inquiry to interrogate the existing literature. The findings revealed that the home environment has the ability to influence student schooling either in a positive or negative way. The paper concluded that home is a key factor and a first course that child will encounter which has a great influence on how the child will be inspired to education hence home should be a motivating factor to encourage student to developed more aspiration to schooling . It was therefore recommended that the parent attitude towards child education should be positive, there should be a reduction in child’s labour, family background of the child should accommodate learning and parent should have a stable financial income in other to give the child the best of all education in terms of providing all necessary aids that will facilitate learning and good quality of child care should be adopted in bring up a child.
References
Albarracín, D., & Shavitt, S. (2018). Attitudes and attitude change. Annual Review of Psychology, 69, 299–327. https://doi.org/10.1146/annurev-psych-122216-011911
Ambetsa, E. K. (2016). The level of involvement of 6–8-year-olds in household chores in urban areas and its effect on academic performance in early childhood education in City Primary School, Nairobi, Kenya. International Journal of Early Childhood Education Care, 5, 28–29.
Bhamani, S., Makhdoom, A. Z., & Bharuchi, V. (2020). Home learning environment and its influence on children’s learning during early childhood. Journal of Education and Educational Development, 7(1), 9–24.
Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87.
Black, S. E., Devereux, P. J., & Salvanes, K. G. (2020). Education, skills, and parental investment in children’s human capital. Journal of Economic Perspectives, 34(3), 55–80.
Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (2020). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transfer of literacy. Review of Educational Research, 90(2), 189–226.
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2019). Measuring the impacts of teachers II: Teacher value added and student outcomes in adulthood. American Economic Review, 109(9), 3077–3110.
Chowa, G. A., Garforth, C., & Ansong, D. (2018). Child labor and education: Evidence from sub-Saharan Africa. International Journal of Educational Development, 60, 45–56. https://doi.org/10.1016/j.ijedudev.2017.10.002
Dong, Y., Cao, S., & Li, H. (2022). The digital home learning environment and its relation to children’s ICT self-efficacy. Learning Environments Research, 25, 485–505.
Fan, W., & Chen, M. (2020). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 32(4), 777–805. https://doi.org/10.1007/s10648-020-09560-0
Guo, Z. (2025). Family socioeconomic status and its impact on children’s academic achievement and motivation. Learning and Educational Policy, 12(2), 45–61. https://doi.org/10.1234/leap.2025.20619
Hornby, G., & Lafaele, R. (2019). Barriers to parental involvement in education: An international perspective. Educational Review, 71(3), 315–330. https://doi.org/10.1080/00131911.2018.1471166
Jackson, C. K., Johnson, R. C., & Persico, C. (2021). The effects of school spending on educational and economic outcomes: Evidence from school finance reforms. Quarterly Journal of Economics, 136(1), 119–174.
Jeynes, W. H. (2018). Parental involvement and children’s academic achievement: A meta-analysis. Urban Education, 53(6), 761–788. https://doi.org/10.1177/0042085916663499
Johnson, R., & Kim, H. (2025). Growth mindset interventions and student engagement in learning environments. Frontiers in Education, 10, 1539639. https://doi.org/10.3389/feduc.2025.1539639
Lee, S., & Martínez, A. (2025). Household responsibilities and academic outcomes among children in low-income families. Education Research International, 2025, 408–421. https://doi.org/10.1007/s44217-025-00408-7
Lee, S., Kim, H., & Choi, J. (2024). Parental support and children’s creative self-efficacy: Evidence from a longitudinal study. Journal of Family Psychology, 38(1), 45–58.
Martínez, R., Gómez, P., & Santos, A. (2023). Emotional support and academic outcomes: The role of parental involvement at home. Frontiers in Psychology, 14, 1123456. https://doi.org/10.3389/fpsyg.2023.1123456
Mohammed, A. S. (2023). Perspectives on preschool education and care. In H. Şenol (Ed.), Recent perspectives on preschool education and care. IntechOpen. https://doi.org/10.5772/intechopen.111745
Moussa, N. M. (2023). Promoting academic achievement: The role of self-efficacy in predicting students’ success in higher education settings. Psychological Science and Education, 28(2), 18–29.
Niemi, H., & Multisilta, J. (2020). Children’s perceptions of future opportunities and educational motivation. Education Sciences, 10(5), 120. https://doi.org/10.3390/educsci10050120
Okeke, C., Eze, T., & Nwankwo, E. (2021). Child labor and academic performance among urban children in Nigeria. Children and Youth Services Review, 127, 106103. https://doi.org/10.1016/j.childyouth.2021.106103
Owoyale Abdulganiy, I. S., & Olokooba, I. N. (2024). Parental engagement in children’s education: A key factor in academic achievement and learning motivation. Mimbar Ilmu, 29(3), 476–482. https://doi.org/10.23887/mi.v29i3.90077
Petty, R. E., & Cacioppo, J. T. (2018). Attitudes and persuasion: Classic and contemporary approaches. Routledge.
Pinquart, M. (2019). Associations of parenting dimensions and styles with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review, 31(3), 589–618. https://doi.org/10.1007/s10648-019-09495-9
Reardon, S. F. (2018). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In G. J. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising inequality, schools, and children’s life chances (pp. 91–116).
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology.
Şengönül, S. (2021). Parental involvement and student success: A review of recent studies. Pedagogical Review, 18(3), 112–130. https://doi.org/10.5678/pegegog.2021.1578
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. (2019). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills. Journal of Experimental Child Psychology, 166, 63–84.
Smith, J., Lee, S., & Patel, R. (2024). Parental encouragement and children’s resilience in learning: A longitudinal study. Scientific Reports, 14, 55530.
Smith, T., Brown, L., & Garcia, M. (2024). Parental structure, home environment, and student motivation: Insights from modern educational psychology. Frontiers in Psychology, 15, 1399507. https://doi.org/10.3389/fpsyg.2024.1399507
UNESCO. (2015). Rethinking education: Towards a global common good? United Nations Educational, Scientific and Cultural Organization.Wang, M. T., & Sheikh-Khalil, S. (2021). Does parental involvement matter for student achievement and mental health in high school? Child Development, 92(3), 1002–1018. https://doi.org/10.1111/cdev.13442
Wang, Y., Li, J., & Chen, P. (2024). Family stress, homework involvement, and children’s emotional regulation. Behavioral Sciences, 14(12), 1139. https://doi.org/10.3390/bs14121139
Yeager, D. S., & Dweck, C. S. (2018). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 53(4), 237–249. https://doi.org/10.1080/00461520.2018.1449642
Zhou, Y., & Wang, L. (2024). Home learning environments and children’s socio-cognitive development. Educational Psychology Review, 36(2), 231–256.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, adaptation, and reproduction in any medium, provided that the original work is properly cited.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors are permitted to post their work online in institutional/disciplinary repositories or on their own websites. Pre-print versions posted online should include a citation and link to the final published version in Journal of Librarianship and Scholarly Communication as soon as the issue is available; post-print versions (including the final publisher's PDF) should include a citation and link to the journal's website.
