As Study of Academic Achievement in Relation to Parental Support, Academic Self Concept and Test Anxiety Amongstudents in Primary Schools of Woreta and Debretabor Towns
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Date
2007-03
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Addis Ababa University
Abstract
Several studies have indicated that parental practices concerning education are closely
related to the educational pel/ormance of children besides some personality traits such
as academic self-concept and test-anxiety. The main plllpose of this study, thus, was to
investigate the relationship belVveen pare11lal support and academic achievement on
primary school students in the C011lext of academic self-concept and test anxiety. The
differences in the extents of independent variables due to age, gender of children, family
structure and parental education were also designed to be studied.
The data for this study were collected from 391 randomly selected sample subjects (198
males and 193 females) with the help of students self-report questionnaires. The
measuring instruments - Parental Support, Academic Self-concept and Test-anxiety tests
were found to have reliability coefficients of. 97, .96 and. 84 respectively. Moreover, tiest,
chi square test and item-total correlation were used to improve the item qualities.
The collected data were analyzed using statistical methods, like Descriptive statistical
methods, Pearson product moment correlation, Step-wise multiple regression, and
independent sample t-test.
Statistical results showed that there was high positive relationship between parental
support and the academic achievement of children. Significant difference was observed in
the practice of parental support due to gender, family structure and parental education.
Moreover, academic self-concept and academic achievement were found to have high
positive correlation while test-anxiety and academic achievement were indicating high
negative correlation.
Step-wise multiple regression analysis revealed that parental support and academic selfconcept
were the significant predictors of academic achievement, which accounted for
about 93% of the explained variance. However, the contribution of test anxiety on
academic achievement was not found to be significant.
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Keywords
Academic Achievement