Abstract
The present study looks at how parental involvement and peer victimization influence students’ use of achievement strategy in junior secondary schools in Hong Kong. It employs a systems perspective to look at how family and classroom factors uniquely combine to influence students. A number of 2,261 Secondary 1 and 2 students and their family members drawn from 19 secondary schools participated in the cross-sectional survey for the research. Findings suggest that parental involvement in school plays a moderating role on the association between peer victimization in the classroom and students’ use of achievement strategy. The result of the research has important implications for home-school relations in Hong Kong, and for restructuring of the school process to create a more supportive and nurturing environment for learning and teaching.
| Keywords: | parental involvement, peer victimization, learning strategy |
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