The Relationship among Parenting Styles, Academic Self-concept, Academic Motivation and Students’ Academic Achievement in Fasilo Secondary School

Bahir Dar, Ethiopia

Abstract

The main purpose of this research was to examine the relationship among the parenting styles, academic self concept, academic mot vation and students’ academic achievement. The sample for this research consisted of 136 from Fasilo secondary school students using stratified random sampling of which 82 males and 54 females from a population of 970 students consisting grade 9^th and 10^th. Data analysis was done descriptively by using the means and standard deviations. Besides that, inferential statistical methods such as the Pearson-r, Multiple Regression and independent t-test techniques were also used to determine the relationship between the factors analyzed. 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 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 negative significant relationship with achievement, with its ‘r’ value of -0.366 at the significance level of 0.05 with academic achievement. However, there is no significant relationship between the neglectful parenting styles with achievement. Results also show that there is a significant relationship among the academic self concept(r=0.209), intrinsic motivation(r=0.248), extrinsic motivation(r=0.222) with academic achievement at the significance level of 0.05. The multi-regression analysis indicated that authoritative, Authoritarian, permissive, neglected, self-concept, intrinsic motivation and extract motivation were affected by 47.6% of the variable in the academic achievement, so that great attention was given for the contribution of parenting styles, self-concept and academic motivation for academic achievement. The two-sample t-test indicated that as group males scored significantly higher academic achievement than females in all predictor variables. However, Female students scored high mean score than male counterparts in Authoritative, Authoritarian, Permissive, Self-concept, Intrinsic motivation and extrinsic motivation. On the other, there was no difference mean between males and females with respect to neglectful parenting style and 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.