The Relationship among Parenting Styles, Academic Self-Concept, Academic Motivation and Students' Academic Achievement in Fasilo Secondary School, Bahir Dar, Ethiopia

Autor/in	Dagnew, Asrat
Titel	The Relationship among Parenting Styles, Academic Self-Concept, Academic Motivation and Students' Academic Achievement in Fasilo Secondary School, Bahir Dar, Ethiopia
Quelle	In: Research in Pedagogy, 8 (2018) 2, S.98-110 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2217-7337
Schlagwörter	Parenting Styles; Academic Ability; Self Concept; Correlation; Academic Achievement; Student Motivation; Grade 10; Secondary School Students; Gender Differences; Parent Education; Parent Teacher Cooperation; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Selbstkonzept; Korrelation; Schulleistung; Schulische Motivation; Sekundarschüler; Geschlechterkonflikt; Parents education; Elternbildung; Elternschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ausland; Äthiopien
Abstract	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 (82 males & 54 females) 9th and 10th grade students from Fasilo secondary school and 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 -0.366 at 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. (As Provided).
Anmerkungen	Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01