DOI: https://doi.org/10.36719/2663-4619/115/177-185
Aydan Alakbarova (Babayeva)
Khazar University
Master student
https://orcid.org/0009-0000-9234-9370
aydann.babayeva@gmail.com
The Impact of Parental Support on University Entrance Exam
Success: Education in Azerbaijan
Abstract
Building on and extending Hill & Tyson’s (2009) framework, the research analyzes data from 104 participants using multiple regression and ANOVA. Results reveal that emotional support (β=0.38, p<0.001) has a stronger impact on academic achievement than financial support (β=0.25, p=0.015). Integrated financial-emotional support showed no significant effect (p=0.142). Students in urban areas scored significantly higher (mean=3.61) than those in rural areas (mean=2.89) (F=4.31, p=0.016). No differences were found across gender or income groups. The study underscores the need to prioritize emotional support programs (e.g., stress management, mentorship) in educational policies. Key limitations include cultural specificity (Azerbaijan-focused data) and self-report bias. As the first Azerbaijan-centric study to disaggregate parental support components, it contributes to literature by challenging assumptions about financial support’s primacy. Future research should adopt longitudinal designs to establish causality and conduct cross-cultural comparisons.
Keywords: parental support, university entrance, Azerbaijan, emotional support, causality, longitudinal designs