Identifying the Reasons for the Low Level of Parental Involvement in the Personality Development of Primary School Students

Abstract

Personality development plays a significant role in shaping children’s behavior, attitudes, and future social adjustment. Parents, as the primary agents of socialization within the family environment, have a major influence on the personality development of children. However, in the contemporary social context, many parents face challenges in providing adequate guidance and support for their children’s overall personality growth. Therefore, this study aimed to examine the low level of parental contribution to the personality development of primary school students and to identify the factors affecting such involvement. The study was conducted using a mixed-method research design incorporating both quantitative and qualitative approaches. For data collection, three schools in the Kalkuda Educational Zone of Batticaloa District were selected through the convenience sampling method. The sample consisted of 28 primary school students and their respective 28 parents. Questionnaires, interviews, and observations were used as the main data-gathering tools. Quantitative and qualitative data were analyzed using Microsoft Excel and interpreted descriptively. The findings of the study revealed that parental involvement in children’s personality development was comparatively low. Several factors influencing students’ personality growth were identified, including parenting style, parents’ occupation, limited time spent with children, overprotection, excessive freedom, family conflicts, economic difficulties, and parents’ educational background. The study further emphasized that parents should allocate quality time for their children, maintain healthy parent-child relationships, fulfill emotional and social needs, and give equal importance to personality development alongside academic achievement.