Gendered Parenting and Language Achievement: A Comparative Study of Children from Single-Mother and Single-Father Families in Arabic Language Learning
DOI:
https://doi.org/10.70211/wesw.v1i2.296Keywords:
Affective Support, Arabic Language Learning, Gendered Parenting, Single-Parent Families, Islamic EducationAbstract
This study investigates differences in Arabic language achievement between students raised by single mothers and single fathers and examines how affective support, academic control, and religious orientation influence students’ learning outcomes in Islamic education contexts. Employing a quantitative ex post facto design, 120 secondary students (60 from single-mother and 60 from single-father families) participated through a combination of Likert-scale questionnaires and standardized Arabic tests. Data were analyzed using t-tests, Pearson correlations, and multiple linear regression at a 0.05 significance level. The results reveal a significant difference between groups (p < 0.05), where children from single-mother families achieved higher mean scores (M = 84.60) than those from single-father families (M = 79.35). Regression analysis shows that affective support (β = 0.396), religious orientation (β = 0.327), and academic control (β = 0.181) jointly predict 52.3% of Arabic learning achievement (R² = 0.523). The findings highlight that emotional warmth and religious values are stronger determinants of success in Arabic language learning than academic supervision alone. Theoretically, the study extends Gendered Parenting Theory and Sociocultural Learning perspectives within Islamic education, while practically, it emphasizes the importance of family-based affective and spiritual engagement to foster student motivation and language mastery.
References
K. Favour, “The role of family structure in shaping children’s psychological health: A comprehensive review,” Oct. 2024.
A. Abroto, A. S. Nugraheni, and R. F. Awliyah, “The role of the family in the moral education of children,” *J. Basicedu*, vol. 6, no. 2, pp. 2717–2723, Feb. 2022. [https://doi.org/10.31004/basicedu.v6i2.2507](https://doi.org/10.31004/basicedu.v6i2.2507)
O. F. Garcia, M. Alcaide, D. Musitu-Ferrer, L. Pons-Benavent, and F. Garcia, “Parental socialization based on warmth and strictness among adolescents and young adults: Which parenting dimension is related to greater adjustment?,” *Sage Open*, vol. 14, no. 4, Oct. 2024. [https://doi.org/10.1177/21582440241289684](https://doi.org/10.1177/21582440241289684)
T. F. Aulia, Nasikhin, and Fihriz, “The concept of family in Islamic philosophy of education: An analysis of the role of mothers as first educators,” *IHSANIKA J. Pendidik. Agama Islam*, vol. 3, no. 2, pp. 199–206, May 2025. [https://doi.org/10.59841/ihsanika.v3i2.2648](https://doi.org/10.59841/ihsanika.v3i2.2648)
A. Kibtiyah, K. Idawati, and Y. A. Muaz, “Collaboration on local wisdom-based character education between schools and parents of students in Islamic religious education units,” *Al-Hayat J. Islam. Educ.*, vol. 9, no. 2, pp. 458–475, Jul. 2025. [https://doi.org/10.35723/ajie.v9i2.175](https://doi.org/10.35723/ajie.v9i2.175)
T. Tarmizi, M. Mitrohardjono, A. I. Ramadhan, Maryati, A. Fajri, and A. Faizuddin, “The roles of family strengthening children’s religious characters,” *J. Humanit. Soc. Justice*, pp. 110–123, Dec. 2023. [https://doi.org/10.38026/jhsj.v5i2.21](https://doi.org/10.38026/jhsj.v5i2.21)
X. Wen and Z. Li, “Impact of social support ecosystem on academic performance of children from low-income families: A moderated mediation model,” *Front. Psychol.*, vol. 13, Apr. 2022. [https://doi.org/10.3389/fpsyg.2022.710441](https://doi.org/10.3389/fpsyg.2022.710441)
K. H. Kim and Y. Hua, “How cultural parenting impacts children’s academics and creativity,” *Creat. Theor. – Res. - Appl.*, vol. 6, no. 2, pp. 198–222, Dec. 2019. [https://doi.org/10.1515/ctra-2019-0012](https://doi.org/10.1515/ctra-2019-0012)
T. Clarke, “Children’s wellbeing and their academic achievement: The dangerous discourse of ‘trade-offs’ in education,” *Theory Res. Educ.*, vol. 18, no. 3, pp. 263–294, Nov. 2020. [https://doi.org/10.1177/1477878520980197](https://doi.org/10.1177/1477878520980197)
R. Qibthiyyah and A. J. Utomo, “Family matters: Demographic change and social spending in Indonesia,” *Bull. Indones. Econ. Stud.*, vol. 52, no. 2, pp. 133–159, May 2016. [https://doi.org/10.1080/00074918.2016.1211077](https://doi.org/10.1080/00074918.2016.1211077)
R. Pujihasvuty, A. T. Subeqi, and C. Murniati, “Single parents in Indonesia: How to carry out the practice of the eight family functions?,” *Fam. J.*, Jan. 2021. [https://doi.org/10.1177/1066480720986500](https://doi.org/10.1177/1066480720986500)
N. K. Fauk, A. L. Seran, P. Aylward, L. Mwanri, and P. R. Ward, “Parental migration and the social and mental well-being challenges among Indonesian left-behind children: A qualitative study,” *Int. J. Environ. Res. Public Health*, vol. 21, no. 6, p. 793, Jun. 2024. [https://doi.org/10.3390/ijerph21060793](https://doi.org/10.3390/ijerph21060793)
H. Cao, M. A. Fine, and N. Zhou, “The divorce process and child adaptation trajectory typology (DPCATT) model: The shaping role of predivorce and postdivorce interparental conflict,” *Clin. Child Fam. Psychol. Rev.*, vol. 25, no. 3, pp. 500–528, Sep. 2022. [https://doi.org/10.1007/s10567-022-00379-3](https://doi.org/10.1007/s10567-022-00379-3)
O. P. Singh, “Qualitative case study on the impact of parental divorce on children’s social and emotional development in Wadajir District, Mogadishu,” *J. Soc. Sci. Humanit.*, vol. 7, no. 4, pp. 27–37, Apr. 2025. [https://doi.org/10.53469/jssh.2025.7(04).06](https://doi.org/10.53469/jssh.2025.7%2804%29.06)
M. Andric, J. W.-J. Hsueh, T. Zellweger, and I. Hatak, “Parental divorce in early life and entrepreneurial performance in adulthood,” *J. Bus. Ventur.*, vol. 39, no. 3, p. 106390, May 2024. [https://doi.org/10.1016/j.jbusvent.2024.106390](https://doi.org/10.1016/j.jbusvent.2024.106390)
P. R. Amato, S. Patterson, and B. Beattie, “Single-parent households and children’s educational achievement: A state-level analysis,” *Soc. Sci. Res.*, vol. 53, pp. 191–202, Sep. 2015. [https://doi.org/10.1016/j.ssresearch.2015.05.012](https://doi.org/10.1016/j.ssresearch.2015.05.012)
S. R. Syed Mahmood, N. Sangeetha, and N. Mansor, “Students from single-parent households: Their issues & challenges,” *Asian Soc. Work J.*, vol. 8, no. 4, p. e00252, Oct. 2023. [https://doi.org/10.47405/aswj.v8i4.262](https://doi.org/10.47405/aswj.v8i4.262)
M. S. Barajas, “Academic achievement of children in single-parent homes: A critical review,” *Hilltop Rev.*, vol. 5, no. 1, pp. 13–21, 2011.
Y. Du, Q. Dang, B. Zhang, R. Wu, and A. Rasool, “The effects of parenting differences on psychological resilience in adolescent students: The role of gratitude,” *Child. Youth Serv. Rev.*, vol. 130, p. 106224, Nov. 2021. [https://doi.org/10.1016/j.childyouth.2021.106224](https://doi.org/10.1016/j.childyouth.2021.106224)
S. J. Condly, “Resilience in children,” *Urban Educ.*, vol. 41, no. 3, pp. 211–236, May 2006. [https://doi.org/10.1177/0042085906287902](https://doi.org/10.1177/0042085906287902)
K. E. Kovács, B. Dan, A. Hrabéczy, K. Bacskai, and G. Pusztai, “Is resilience a trait or a result of parental involvement? The results of a systematic literature review,” *Educ. Sci.*, vol. 12, no. 6, p. 372, May 2022. [https://doi.org/10.3390/educsci12060372](https://doi.org/10.3390/educsci12060372)
E. Delvecchio, A. Germani, V. Raspa, A. Lis, and C. Mazzeschi, “Parenting styles and child’s well-being: The mediating role of the perceived parental stress,” *Eur. J. Psychol.*, vol. 16, no. 3, pp. 514–531, Aug. 2020. [https://doi.org/10.5964/ejop.v16i3.2013](https://doi.org/10.5964/ejop.v16i3.2013)
C. Tripon, “Nurturing sustainable development: The interplay of parenting styles and SDGs in children’s development,” *Children*, vol. 11, no. 6, p. 695, Jun. 2024. [https://doi.org/10.3390/children11060695](https://doi.org/10.3390/children11060695)
C. J. Kiff, L. J. Lengua, and M. Zalewski, “Nature and nurturing: Parenting in the context of child temperament,” *Clin. Child Fam. Psychol. Rev.*, vol. 14, no. 3, pp. 251–301, Sep. 2011. [https://doi.org/10.1007/s10567-011-0093-4](https://doi.org/10.1007/s10567-011-0093-4)
M. Haikal and F. Rozi, “Enhancing early second language acquisition through parent-teacher practices,” *Ahmad Dahlan J. English Stud.*, vol. 9, no. 2, Sep. 2022. [https://doi.org/10.26555/adjes.v9i2.51](https://doi.org/10.26555/adjes.v9i2.51)
M. Back, M. Han, and S.-C. (Angela) Weng, “Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories,” *Lang. Educ.*, vol. 34, no. 5, pp. 387–406, Sep. 2020. [https://doi.org/10.1080/09500782.2020.1744638](https://doi.org/10.1080/09500782.2020.1744638)
A. A. Rekan et al., “Arabic language curriculum as a foundation for strengthening religious education in public higher education,” *J. Pendidik. Agama Islam*, vol. 22, no. 1, pp. 97–121, Jun. 2025. [https://doi.org/10.14421/jpai.v22i1.11340](https://doi.org/10.14421/jpai.v22i1.11340)
K. A. Bin Abdulrahman et al., “The relationship between motivation and academic performance among medical students in Riyadh,” *Cureus*, Oct. 2023. [https://doi.org/10.7759/cureus.46815](https://doi.org/10.7759/cureus.46815)
Q. Agbaria and F. Mahamid, “The association between parenting styles, maternal self-efficacy, and social and emotional adjustment among Arab preschool children,” *Psicol. Reflexão e Crítica*, vol. 36, no. 1, p. 10, Apr. 2023. [https://doi.org/10.1186/s41155-023-00252-4](https://doi.org/10.1186/s41155-023-00252-4)
N. Martinez-Yarza, J. Solabarrieta-Eizaguirre, and R. Santibáñez-Gruber, “The impact of family involvement on students’ social-emotional development: The mediational role of school engagement,” *Eur. J. Psychol. Educ.*, vol. 39, no. 4, pp. 4297–4327, Dec. 2024. [https://doi.org/10.1007/s10212-024-00862-1](https://doi.org/10.1007/s10212-024-00862-1)
Y. Nonoyama‐Tarumi, “Educational achievement of children from single‐mother and single‐father families: The case of Japan,” *J. Marriage Fam.*, vol. 79, no. 4, pp. 915–931, Aug. 2017. [https://doi.org/10.1111/jomf.12409](https://doi.org/10.1111/jomf.12409)
A.-M. Ramezanzadeh, R. Woore, and L.-E. Malmberg, “Imagining, believing and achieving in L2 Arabic: Motivational self-concepts and language outcomes in a multiglossic context,” *System*, vol. 135, p. 103866, Dec. 2025. [https://doi.org/10.1016/j.system.2025.103866](https://doi.org/10.1016/j.system.2025.103866)
Yuangga Kurnia Yahya, Umi Mahmudah, and Siti Nikmatul Rochma, “Arabic language as representation of Muslim identity in Indonesia,” *Lakhomi J. Sci. J. Cult.*, vol. 2, no. 2, pp. 82–88, Jun. 2021. [https://doi.org/10.33258/lakhomi.v2i2.473](https://doi.org/10.33258/lakhomi.v2i2.473)
A. Saiin, V. Ghafurjonovich Macsudov, and A. Amsalu, “Single parent responsibilities and efforts to children education: Analysis of physical, intellectual and spiritual,” *Multicult. Islam. Educ. Rev.*, vol. 2, no. 2, pp. 85–96, Nov. 2024. [https://doi.org/10.23917/mier.v2i2.4605](https://doi.org/10.23917/mier.v2i2.4605)
C. A. Frosch, S. J. Schoppe-Sullivan, and D. D. O’Banion, “Parenting and child development: A relational health perspective,” *Am. J. Lifestyle Med.*, vol. 15, no. 1, pp. 45–59, Jan. 2021. [https://doi.org/10.1177/1559827619849028](https://doi.org/10.1177/1559827619849028)
J. H. Friberg and D. Jahanlu, “Navigating new gender roles: Impacts of cultural origins, context of settlement, and religious beliefs on gender attitudes among immigrant-origin youth across five European countries,” *J. Ethn. Migr. Stud.*, vol. 50, no. 8, pp. 2023–2043, May 2024. [https://doi.org/10.1080/1369183X.2023.2287404](https://doi.org/10.1080/1369183X.2023.2287404)
S. Krishna, T. M. Thomas, and S. Sreekumar, “Gendered parenting and gender role attitude among children,” *Cult. Psychol.*, vol. 31, no. 3, pp. 940–959, Sep. 2025. [https://doi.org/10.1177/1354067X241285338](https://doi.org/10.1177/1354067X241285338)
N. A. Dewi and W. Oktapiani, “Sociocultural theory implications and applications in modern pedagogy,” *Allemania*, vol. 14, no. 1, pp. 47–56, Jul. 2024. [https://doi.org/10.17509/alm.v14i1.71603](https://doi.org/10.17509/alm.v14i1.71603)
N. Solichah, N. A. Fardana, and S. Samian, “Theoretical framework used in parental involvement research: A scoping review,” *Int. J. Eval. Res. Educ.*, vol. 14, no. 1, p. 758, Feb. 2025. [https://doi.org/10.11591/ijere.v14i1.29392](https://doi.org/10.11591/ijere.v14i1.29392)
P. Mihas, “Qualitative research methods: Approaches to qualitative data analysis,” in *International Encyclopedia of Education* (4th ed.), Elsevier, 2023, pp. 302–313. [https://doi.org/10.1016/B978-0-12-818630-5.11029-2](https://doi.org/10.1016/B978-0-12-818630-5.11029-2)
“Non-experimental research designs,” in *Quantitative Research for the Qualitative Researcher*, SAGE Publications, Inc., 2014, pp. 152–170. [https://doi.org/10.4135/9781506335674.n7](https://doi.org/10.4135/9781506335674.n7)
S. Kim, “Fifty years of parental involvement and achievement research: A second-order meta-analysis,” *Educ. Res. Rev.*, vol. 37, p. 100463, Nov. 2022. [https://doi.org/10.1016/j.edurev.2022.100463](https://doi.org/10.1016/j.edurev.2022.100463)
D. A. Alqahtani, “An investigation into the relationship between Saudi college EFL learners’ motivational orientations, learning autonomy, and achievement,” *Theory Pract. Lang. Stud.*, vol. 14, no. 9, pp. 2900–2910, Sep. 2024. [https://doi.org/10.17507/tpls.1409.25](https://doi.org/10.17507/tpls.1409.25)
M. H. Aulia, S. Syahidin, M. N. Faizin, and M. M. F. Ali, “Qur’anic tadabbur models for enhancing students’ character and spiritual awareness,” *Islam. Rev. J. Ris. dan Kaji. Keislam.*, vol. 14, no. 1, pp. 133–156, Apr. 2025. [https://doi.org/10.35878/islamicreview.v14i1.1497](https://doi.org/10.35878/islamicreview.v14i1.1497)
Z. Zhang, “The impact of family involvement on learning motivation and outcomes of non-native English learners in the post-pandemic era,” *Lect. Notes Educ. Psychol. Public Media*, vol. 85, no. 1, pp. 151–157, Mar. 2025. [https://doi.org/10.54254/2753-7048/2025.21307](https://doi.org/10.54254/2753-7048/2025.21307)
Y. Geng, B. Ying, X. Wang, J. Lin, M. Zhang, and Y. Liu, “The relationship between parent–child communication and English academic engagement among middle school students: A moderated mediation model,” *Eur. J. Psychol. Educ.*, vol. 38, no. 4, pp. 1443–1460, Dec. 2023. [https://doi.org/10.1007/s10212-023-00676-7](https://doi.org/10.1007/s10212-023-00676-7)
S. N. Lubis and N. Nashrillah, “Authoritative parenting and moral development,” Ascarya J. Islam. Sci. Cult. Soc. Stud., vol. 4, no. 2, pp. 118–127, Dec. 2024. https://doi.org/10.53754/iscs.v4i2.715
R. Liu, “The role of gender in parenting styles and their effects on child development,” Lect. Notes Educ. Psychol. Public Media, vol. 18, no. 1, pp. 114–119, Oct. 2023. https://doi.org/10.54254/2753-7048/18/20231302
A. Alvarez, L. P. Teeters, W. R. Penuel, and M. Esteban-Guitart, “Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings,” Learn. Cult. Soc. Interact., vol. 40, p. 100718, Jun. 2023. https://doi.org/10.1016/j.lcsi.2023.100718
