Abstract

Parental involvement has long been recognized as a critical factor influencing childrens cognitive social and emotional development. However the perception of parental involvement may vary depending on the age and gender of the child. This study aims to examine these differences in perceived parental involvement among children of different ages and genders focusing on dimensions such as academic support emotional support recreational involvement and discipline. By exploring the nuanced perceptions of children themselves rather than relying solely on parental reports the study seeks to provide a more child-centered understanding of involvement practices. A mixed-method research design was adopted integrating quantitative surveys with qualitative interviews to capture the depth and variability of childrens experiences. The survey encompassed 1200 children across multiple age groups including early childhood middle childhood and adolescence. Gender balance was maintained to allow meaningf