ABSTRACT

Emotional parental involvement is believed to impact students’ self-concept through various pathways: financial support, emotional support, academic engagement, guidance on social behaviours, and the modelling of self-acceptance and resilience. This study examined emotional parental involvement and self-concept of public secondary school students in Kiambu County, Kenya. The objective was to determine the influence of emotional parental involvement on the self-concept of public secondary school students in Kiambu County, Kenya. It employed a quantitative correlational research design. The target population was 3169 public secondary school students. Stratified and random sampling were used to select 355 students. Robson Self-Concept Scale (SCS) and the Parental Involvement Rating Scale (PIRS) were used to collect data. Data was analyzed using descriptive statistics and the research findings were displayed through tables. Findings showed a weak positive relationship between emotional involvement and self-concept (r = 0.099), (p = 0.082). This means that other factors could be responsible for the relationship between the variables. Further studies may be done to determine the association between emotional parental involvement and other possible predictors of self-concept.