ArticleFrontiers in psychology2025
Parental involvement, self-efficacy, and learning motivation of hearing-impaired students: insights from Savelugu, Ghana.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
The educational development of learners with Hearing Impairment (HI) remains a significant concern within inclusive education systems, especially in low-resource countries. The influence of parental involvement and academic self-efficacy on motivation to learn is considered important, but their relationship has not been thoroughly examined in Sub-Saharan Africa. The purpose of the study was to evaluate the effect of parental involvement and self-efficacy on the learning motivation of HI students at the Savelugu School for the Deaf in Ghana. A quantitative descriptive-correlational design was used. A census approach was adopted to include all 141 students in junior high school. Data were collected using adapted scales measuring parental involvement, self-efficacy, and learning motivation. Data analysis involved descriptive statistics, Pearson correlation, and multiple regression. The authors found that parental involvement (M = 3.30, SD = 0.9), self-efficacy (M = 3.9, SD = 1.0), and learning motivation (M = 3.8, SD = 0.9) were all high. Parental involvement and self-efficacy showed a strong and significant positive correlation (
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