Parental acceptance to student’s academic performance

This study analyses parental acceptance to student’s academic performance from a psychological point of view.

The results show that fathers’ acceptance and appreciation was a strong driver for children’s academic performance.

The study was designed to explore the relationship between parental acceptance and academic achievement of tribal and non tribal children of Bangladesh. For this purpose, Bangla Version (Uddin, 2011) of PARQ/CQ (Short Form) for mother and father (Originally by Rohner, 2005) was administered on 96 respondents (48 tribal and 48 non-tribal) selected purposively from Khagrachari district, Bangladesh. Results indicated significant negative correlations between maternal acceptance scores and academic achievement scores and between paternal acceptance scores and academic achievement scores. Furthermore, results revealed significant differences in maternal acceptance, paternal acceptance and academic achievement between tribal and non-tribal children. From the results parental acceptance (maternal and paternal acceptance) found to be a stronger predictor of academic achievement where maternal acceptance created 8.3% variations and paternal
acceptance created 10.3% variations in academic achievement of tribal and non-tribal children.

Reference:

Aktar, R., Shahrier, M. A. and Hridoy, M. M. R., (2013),  PARENTAL ACCEPTANCE AND ACADEMIC ACHIEVEMENT OF TRIBAL AND NON-TRIBAL CHILDREN OF BANGLADESH, Journal of Life and Earth Science, 8, 31-39.

Full Text available at:

http://www.banglajol.info/index.php/JLES/article/view/20137/13919