A child's normal day is filled with several challenges that are needed for innovative problem-solving techniques. A young person may respond to these challenges with a progressive attitude or a fixed one. It is possible to respond in any way. These two schools of thought are both reasonable. "The conviction that people have an accurate understanding of their own skills and the extent to which those abilities contribute to their own success" is how Dweck (2006) defines a growth mindset; in the context of education, this directly refers to a student's capacity in a classroom setting. The concept of "growth mindset" is the belief that an individual may develop and learn as a result of their experiences. A student has a growth mindset, according to Dweck (2006), when they endure in the face of difficulty and have hope that they will become better as a result of the experience. Put differently, a learner who has a growth mindset feels that the experience has improved him or her. A student with a growth attitude is one who is always striving to better himself or herself. Individuals who have a fixed attitude believe that their natural talents are unchanging and will stay that way for the rest of their life. Consequently, these people tend to give up more quickly in unexpected or challenging situations. Dweck (2006) asserts that children pick up the ability to assess their alternatives and self-reflect when faced with novel situations at an early age. They possess this ability for the rest of their life. These opinions were instilled in them at a young age and have been reinforced in them throughout their lives by their parents, teachers, and other authoritative figures. These people are in charge of instilling these values in them and keeping them reinforced for the rest of their life. Dweck (2006), on the other hand, believes that a person's mindset is malleable as long as the educational setting is created in a way that supports adolescents in adopting a growth mindset. 

Background of the Study

The purpose of this study was to investigate how parents and educators can assist in teaching a growth mindset in the context of a particular learning environment, using Dweck's (2006) theory of mindset as a guide. This study was carried out using Dweck's (2006) theory of mindset in mind. It is well acknowledged that Dweck (2014) was the pioneer in introducing the notion that an individual's perspective greatly impacts their drive, their effort, and the issues they encounter. In 1988, Dweck's study was published. According to Dweck's (2006) research, a person's viewpoint may influence whether or not they are driven by a want to learn new things or a desire to do well. 
 

Students who place a high value on performance, according to Dweck (2006), are more prone to shy away from challenging assignments to give the impression that they are smarter than they really are. This is because pupils are more inclined to put a big focus on performance if they do so already. On the other side, a motivated learner is more likely to look for challenging assignments as a way to achieve their goal of improving their education. This is so that the student's education may be advanced, with knowledge gained serving as a means to that purpose. The idea of learning or performance targets was the inspiration for Carol Dweck's 2006 publication of her theory of mindsets. Dweck (2006) concluded that, under the correct conditions, a child's intrinsic intelligence is changeable and accessible to development in her research on fixed vs growth mindsets. She made this statement in light of the studies she had done. To make her argument, she likened this to the concept of having a fixed mentality. Cant (2017) states that in an effort to motivate the kids in their lessons, more and more educators are encouraging and supporting a growth mentality in their pupils. Carlson (2018) Sadly, neither the school nor even the household typically use these strategies for developing a development mindset. It is crucial to instill in young people the belief that perseverance pays off because it teaches them that their achievements are a direct result of the work that they have put in. When a student tries to acknowledge that their own brain may change and realises that it is malleable, they have taken the first step towards developing a growth mindset.

Problem Statement

Though a lot of research has been done on growth mindset, only a few studies (Kim, 2015; O'Brien et al., 2015) have specifically targeted kindergarten through sixth graders. Additionally, Carlson's (2018) study is the only one that examined the possibility of collaboration between educators and parents in the effort to instill a development mindset in students. Nevertheless, research on the strategies used by parents and primary school teachers to support children in incorporating a growth mindset into their daily routines is lacking. There is an unmet demand in this area of study. Studies that successfully implemented a growth mindset in various learning environments are examined in the literature review (Bethge, 2018; Cant, 2017; Enriquez et al., 2017; Kim, 2015; O'Brien et al., 2015; Saia, 2016; Seaton, 2017; Seibel, 2016), but these studies did not simultaneously focus on the home and school settings. The purpose of this study was to look at the possibility of collaboration between educators and parents in order to promote growth mindsets among students. Additionally, the data might be coded to reveal underlying patterns about the best approaches to help primary school students adopt a growth mindset in the classroom. Before they can effectively collaborate and make decisions about their child's education, both at home and at school, parents must first take the time to get to know one another and build trust. For kids to be able to make choices at home and at school, this is necessary. There is a far higher likelihood that a child will like attending school and do well academically if they come from a loving and encouraging home. An arrangement in which duties and responsibilities may be split up or combined in some way is referred to as a "partnership". Long-term partnerships have been shown to stem from the kinds of interactions that Laluvein (2010) characterises as being "built upon, or building towards, mutual engagement, a joint enterprise, and a shared repertoire." Students may achieve the most advancement when these connections are made in the classroom and when all of these elements are taken into consideration. Even while it is clearly necessary and advantageous for educators and parents to work together, virtually little has been done in this area at schools apart from the mandated parent-teacher conferences. This is true even when parent-teacher conferences are mandated. 

Research Objective

The objective of this research is to determine whether or not parental participation in the educational experiences of their children has a beneficial or detrimental effect on the academic accomplishment of those young people. This research also evaluates whether or not there is a link between the amount of academic success demonstrated by a kid's parents and the level of participation shown by the parents of that child. 

LITERATURE REVIEW

This overview of the literature covers studies that look at various facets of growth mindset and how they apply to kids in different learning environments, with the primary school classroom acting as the main area of interest. A student may be transferred to an alternate learning environment if their needs behavioral, social, medical, or academic cannot be satisfied in a traditional classroom (Watson, 2011). If the student's requirements aren't satisfied in a traditional classroom, this may be the situation. This might be the case for a kid who is experiencing learning difficulties. Based on Dweck's (2006) theory of intelligence, this study investigated the best approaches for parents and primary school teachers to help their charges develop a growth mindset. The literature study breaks down the theoretical framework that was derived from Dweck's (2006) theory of mind into its constituent parts and goes into great detail about them. This structure was done using Dweck's theory as the foundation. This study's primary emphasis and one of the main subjects it looked at was the growth mindset and mentality theories developed by Dweck (2006). Furthermore, the background of growth mindset and alternative learning environments were discussed, and an overview of the conducted study was also provided. They researched the potential links between non-traditional educational environments, growth mindsets as opposed to fixed mentalities, inquiry-based learning, and discovery-based learning in order to meet the project's objectives. It is the duty of the teacher to create an engaging environment for their pupils, whether they are receiving instruction at home, at a public or private school. As to Treadwell's (2010) findings, learners who engage proactively in their education are inclined to embrace a growth mindset and use diverse learning strategies to acquire proficiency in unfamiliar subjects. This is due to the fact that learners who actively participate in their education feel more in control of their educational journey. Pupils who embrace a growth mindset are more likely to ask insightful questions about their own learning, to persevere through challenging assignments until they are completed, and to come up with creative solutions for problems as they arise. This is a result of growth mindset pupils' conviction that their intellect and skills may be enhanced over time. Pupils are given time to consider the concepts they are learning, which promote the creation of novel solutions to issues (O'Brien et al., 2015). This has the immediate effect of making students more likely to persevere through hardships rather than give up when faced with challenges. It is hypothesised that introducing children from kindergarten through sixth grade to a growth mindset will improve both their academic performance and degree of engagement in the classroom. This is a result of the growth mentality that encourages kids to believe that intellect is a skill that can be acquired over time. Aspects of parental involvement have been incorporated into new educational programmes and reforms as a direct result of policymakers' recognition of the beneficial effects that parental participation has on students' success results (Graves & Wright, 2011; LaRocque et al., 2011; Topor et al., 2010).

Conceptual Framework

RESEARCH DESIGN

Throughout the investigation, a quantitative technique comprised mostly of survey data was used. In the quantitative approach, statistical survey data is analysed using data gathered via polling techniques (USC Libraries, 2019). A five-point Likert scale was used in the questionnaires that were provided to the children and their parents for the objectives of this inquiry. A score of one was considered the lowest possible, and a score of five the best that could be attained. In this particular study, parental engagement levels acted as the independent variable, while the kids' academic achievement served as the dependent variable. The study examined the relationships between the two components as well as those between parents' participation and their children's academic success, parents' involvement and their children's ethnicity, and students' academic achievement and their own ethnicity. Furthermore, the research looked at how the two qualities themselves were related to one other. Two distinct areas of prior study served as the foundation for this review.

RESULT

The statistical programme known as SPSS, or the Statistical Package for the Social Sciences, was used to analyse the data that was gathered for this study. Using the responses from the student and parent surveys, they calculated the mean score and the standard deviation to ascertain the extent to which parental engagement enhances academic success. To determine if there was a relationship between parents' involvement and their children's academic success, a Pearson correlation analysis was also performed on the data. This was carried out to determine if a link existed between the two. They examined the information they had obtained from MAP tests, academic records, and questionnaires completed by students and parents in order to determine the response to the first study question. Using this survey, researchers looked at the parents' educational involvement levels as well as their ethnic origins. Both the student accomplishment records, and the MAP scores were utilised in the research to assess the level of academic attainment. These three datasets were combined and analysed with the aim of determining if parental engagement and children's academic achievement were correlated with each other in addition to ethnicity. They evaluated the information supplied by the parents and students in response to the questionnaires they had issued to both groups in order to get an answer to the second study question.

Two unique pieces of equipment and two different data sets are used in this inquiry. The inventor and developer of both of these surveys was the researcher. Both the parents of the pupils and the students themselves filled out these questionnaires. It was feasible to triangulate the data quickly and easily since these surveys had a dyadic organisational structure. This made it possible to guarantee the study's validity in a workable manner. The two sets of data utilised to carry out this study were the students' grade point averages in science and their scores on the Measures of Academic Progress (MAP) exam that was administered to them in English. Over the course of the academic year, the students take the MAP test three times in order to monitor their overall academic progress. Seeing the children's science and English report cards from the previous trimester was one method used to gauge their overall academic achievement. This was among the methods that were used. 

Survey of Parents

The purpose of the survey was to determine the level of participation that parents of children enrolled in a specific school at the specified location had in their children's educational activities. The investigator who conducted this investigation carefully considered and selected the survey items, focusing on those that were most crucial to answering the study problems they were trying to resolve. There were nineteen items on the survey. Thirteen questions in all probed for information on the level of parental involvement at home, while four questions focused on the clarity of communication between the home and the school. The survey had both sets of questions. A Likert scale with a range of one to five points was used to give a score to every survey question. The reliability of this poll is 0.87, based on the alpha Cronbach test findings. 

Student Survey

As with the last survey, the parent survey and the student survey had the same main goal. An online questionnaire is often used to gauge a student's opinion on the level of parental engagement. It was the study author who came up with the survey questions and thought them through. The survey was administered by the study's author as well. The survey questions were carefully chosen by the author, who also made sure they were relevant to the research issues and that the responses were truthful. This survey was created to be an exact replica of the one that was previously conducted so that the outcomes of the two could be compared. The survey answered the same questions as the last poll, but it did it in a different manner. There were nineteen items on the survey. The survey consisted of fourteen questions covering home-based parental support, four questions addressing communication between parents and schools, and thirteen questions pertaining to the student's history. Every question in the survey has an answer that correlates to a Likert-scale question, with the exception of those that ask about the demographics of the respondents. There is no doubt that the survey has a reliability of at least 0.82.

CONCLUSION

The aim of this study project was to determine the degree to which a child's academic achievement in the classroom is correlated with parental engagement at home. The study also examined the possibility of differences in academic success and parental participation amongst teenagers from different cultural and ethnic backgrounds. This study's literature review discusses the many forms of parental engagement, how teachers can encourage it in the classroom, and how parental involvement differs according to the racial and ethnic background of the student. The subject matter was first introduced to the researcher during her first year of teaching. This is why she started to get interested in looking into it further at this point. With almost a third of the students being White, nearly a third being Southeast Asian, and nearly a third being South Asian, the student body in the school system she worked in was as diverse as she was. Students attending this school come from a wide variety of backgrounds, and their academic performance seems to be comparable. The study's results showed that children with parents who actively supported their education performed better academically than kids with parents who had less interest in their education. Even when pupils with similar academic backgrounds were compared, this remained the case. This study offered the opportunity to test these theories and see if parental involvement was positively correlated with academic achievement for students of all ethnic backgrounds. The study findings showed that there was more communication between the school and White parents than any other parent group, but less interaction took place between the school and parents of Southeast Asian and South Asian children. White students had the highest levels of academic success, on average, based on the study findings. Particularly with regards to the overall grades the children obtained in science and English, this was true. Upon comparing the MAP results it was seen that white students outperformed pupils of colour and other racial groups in terms of their total average score in English. Furthermore, two favourable correlations were discovered by the researchers between the academic achievement of their offspring and the involvement of their parents in their education. This includes the weekly phone calls that kids make to their parents and the calls that parents make to schools that kids then receive. This also extended to parent-to-school phone calls that kids later received from schools.

Limitation of the Study

This study's related remarks qualify it in two keyways. The first study restriction is that the research was limited to seventh-grade students from a specific school district in a Chicago suburb. As a result, extrapolating the research's conclusions to a larger population or a different grade level is not feasible. This is a constraint of the research. Furthermore, no evaluation of the performance of the contested school district in relation to other similar school districts in the area was conducted. Having said that, the fact that the study only looks at one school system raises the possibility that it contains errors. This study's second limitation is that it just examined the English MAP scores of the participants and only included some of their final grades. Furthermore, it only considered a portion of the students' final marks for the classes they took. Final marks may be changed based on an instructor's opinion of the students in their classes, and grades in science and English may not really represent a student's genuine academic accomplishment. Test anxiety or a disapproval of standardised testing may prevent a student's MAP exam scores from serving as an accurate indicator of their true academic aptitude. This is particularly valid in the event that the pupil harbours misgivings about standardized assessments.

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