Rural Children’s Perceptions of Parental Involvement in Their Education in Pakistan

Drawing from focus group discussions, this study reports 40 school-aged children’s (12–14 years, boys and girls) perceptions of parental involvement in the context a developing country with collectivist culture. The results indicate that despite interference, adherence to local customs, poverty, illiteracy, children felt encouraged by their parents through strategies reinforced motivation continue education. Extended families’ educated members can also compensate for being unable support learning. highlights role socio-cultural understanding involvement.