THE RELATIONSHIP AMONG PARENTING STYLES, ACADEMIC SELF-CONCEPT, ACADEMIC MOTIVATION AND STUDENTS’ ACADEMIC ACHIEVEMENT IN FASILO SECONDARY SCHOOL, BAHIR DAR, ETHIOPIA

• Main Author: Asrat Dagnew
• Format: Article
• Language: English
• Published: Preschool Teacher Training College "Mihailo Palov" 2018-06-01
• Series: Istraživanja u Pedagogiji
• Subjects: Academic Achievement; Academic self-concept; Parenting style; intrinsic motivation and extrinsic motivation
• Online Access: http://research.rs/wp-content/uploads/2018/12/2217-7337_v08_n02_p098.pdf

The main purpose of this research was to examine the relationship among parenting styles, academic self concept, academic motivation and students’ academic achievement. The sample for this research consisted of 136(82males &54 females) 9th and 10thgrade students from Fasilo secondary schooland was gathered using stratified random sampling. Data analysis was done descriptively by using means and standard deviations. Research results revealed that out of the four specific parenting styles, the authoritative style has the medium correlation ‘r’ value that is 0.327 at the significance level of 0.05 with academic achievement. The authoritarian style also has a negative significant relationship with achievement, with ‘r’ value of -0.225 at the significance level of 0.05 with academic achievement. Besides that, the permissive parenting style has a negative significant relationship with achievement, with its ‘r’ value of -0.366at the significance level of 0.05 with academic achievement. However, there is no significant relationship between the neglectful parenting styles and achievement. The multi-regression analysis indicated that authoritative, authoritarian, permissive, neglected, self-concept, intrinsic motivation and extrinsic motivation were affected by 47.6% of the variable in the academic achievement, so that great attention was given to the contribution of parenting styles, self-concept and academic motivation for academic achievement. The two-sample t-test indicated that as a group males scored significantly higher academic achievement than females in all predictor variables. On the other hand, there was no difference mean between males and females with respect to neglectful parenting style; academic achievement was found to be statistically not significant. Based on the findings of the study, it is recommended that, at the school level parent education programs should be incorporated and parents and teachers should come together as collaborators in enhancing the academic achievement of students.