Academic Achievement of Adolescents In Relation To Parental Encouragement

IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 3 Ver. IV (May - Jun. 2015), PP 30-36
www.iosrjournals.org
DOI: 10.9790/7388-05343036 www.iosrjournals.org 30 | Page
Academic Achievement of Adolescents In Relation To Parental
Encouragement
Bhawna1
& Mandeep Kaur2
1
M.Ed Scholar, Moga College of education, Moga, Punjab, India.
2
Assistant Professor, Moga College of education, Moga, Punjab, India.
_____________________________________________________________________________________
Abstract: This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
Key words: Academic Achievement, Educational environment, Parental Encouragement.
I. Introduction
Education plays a key role in the development of a country. Education disciplines the mind, sharpens
the intellect and refines the sprit. It helps man to lead a full and worthwhile life. There is no denying the fact that
future of nation lies in the hands of students. The society’s progress and development depends upon how its
children’s transformed and trained in different branches of knowledge. Human beings are the unique products of
their creations and evolution. In contrast to another form of animal life, human beings have more developed
nervous system.
Now-a-days the world is becoming more and more competitive. Quality of performance has become the
key factor for individual progress. Parents that wish their children climb the ladder of performance to as high in
level as likely. This desire for a high level of achievement puts a lot of pressure on teachers and students, and in
general the system of education. In fact, it appears as if the whole system of education revolves around the
academic achievement of students, though a variety of other outcomes are also expected from the system.
Therefore, a lot of efforts of the schools are used for helping students to achieve better in their scholastic
endeavours.
This study used path analytic techniques and an ecological framework to examine the association
between children’s perceptions of their parent’s educational involvement, children’s personal Characteristics and
their school achievement. Father’s academic pressure was predictive of lower achievement, whereas mothers
encouragement and support predicted higher achievement. Both parents used more academic pressure with their
sons, whereas using more encouragement and support with their daughters. The effects of parental involvement
were mediated through children’s academic competence. This study demonstrates the interactive influences of
parents educational involvement and children’s personal characteristics in predicting school achievement.
Implications for practice and research in school psychology are presented.
1.1 Adolescence
Adolescence is a phase separate from both early childhood and adulthood. It is a transitional period that
requires special attention and protection. Physically, children go through a number of transitions while they
mature. We now know that the brain undergoes quite substantial developments in early adolescence, which
affect emotional skills as well as physical and mental abilities. As adolescent girls and boys grow, they take an
additional responsibilities, experiment with new ways of doing things and push for independence. It is a time in
which values and skills are developed that have great impact on well-being. Evidence shows that when
adolescent girls and boys are supported and encouraged by caring adults, along with policies and services
attentive to their needs and capabilities, they have the potential to break long-standing cycles of poverty,
discrimination and violence. Children grow up in a dynamic social context in which local communities drive
global development. Adolescents, social actors in their own right, are part of this movement. During
adolescence, children develop the ability to:

Academic Achievement Of Adolescents In Relation To Parental Encouragement
 Understand abstract ideas, such as higher math concepts, and develop moral philosophies, including rights
and privileges.
 Establish and maintain satisfying relationships by learning to share intimacy without feeling worried or
inhibited.
 Move toward a more mature sense of themselves and their purpose.
 Question old values without losing their identity.
1.2 Academic Achievement
Academic + Achievement implies ‘scholarly accomplishment’'
The academic word has been derived from the term academy the meaning of the term academy is a
school where special type of instructions are imparted. Achievement Means one’s learning attainment,
accomplishment and proficiency of performance. Achievement in an educational institution may be taken to
mean any desirable learning.
1.3 Parental Encouragement
Although all human relationship are unique, those exiting between parents and child posses certain
characteristics that explain the tremendous and permanent impact of one upon the other. Parental encouragement
is one of the aspect of parental treatment patterns. It is world wide phenomenon. The parents have a significant
role to play in shaping of a child’s personality. Parental behavior is not only important in the individual’s
development but is also important for the future life. Parental encouragement is the backbone of individual’s
life. It plays a vital role in the life of individual. The parents help the child to guide him and coax him so that he
may not feel dishearted at a particular point of difficulty. It may be in the form of approval or in the form of
asking the child to modify his behaviour.
II. Need Of Study
In modern age of competition and perfection every human being strives for success. For student,
success implies academic success which should be well matched with pillars on which the future successes of
their lives stand.
Academic achievement plays an important role in the attainment of ideal and harmonious development
of the child. It is also the status of individual’s learning and his ability to apply what he has learnt. Academic
achievement is not a uni-dimensional but a multi-dimensional phenomenon. Modern society is achievement
oriented. Academic achievement is given a lot weightage in admitting the students for vocational oriented
aspects.
Academic achievement depends upon a number of factors which in turn determines the failure and the
success of the students. There is the need to study and understand the variables that are directly or indirectly
related to the academic achievement of adolescents like, school environment, home environment, parent
education and parental encouragement etc. Realizing the importance of influence of parental encouragement on
Academic achievement the investigator decided to undertake this research. Moreover lack of studies in this area
also encouraged the investigator to probe into it. This probes the investigator to check whether parental
encouragement is related to academic achievement or not.
III. Hypotheses
1. There exist significant relationship between academic achievement and Parental Encouragement.
2. There exist no significant difference in Academic Achievement of Boys and Girls students.
3. There exist no significant difference in Parental Encouragement of Boys and Girls students.
4. There exist no significant difference in Academic Achievement of boys students of Rural and Urban Areas.
5. There exist no significant difference in Academic Achievement of Girls students of Rural and Urban.
IV. Methodology
The present study falls in the category of survey method, which explains the present status of the situation.
4.1 Design Of The Study
The purpose of the present study is to analyze academic achievement in relation to parental
encouragement of
Adolescents. For this purpose investigator has employed descriptive survey method. This method is concerned
with serving, descripting and investigating the problem. The correlation techniques are employed to study the
relationship and T-ratio is employed to find out the difference between the dependent and independent variable.
In the present study, the dependent variable is academic achievement and independent variable is parental
encouragement.

4.2 Sample
In the present study, keeping in view the limited source of time and money only 200 students from
higher secondary schools of Ferozepur district were randomly selected. These 200 students were further divided
by sex (Male or Female) and by the location of school and location of the residence of student (Rural or Urban).
In the present study different schools of rural and urban areas of district Ferozepur were considered as shown in
Table.1 and students of rural and urban areas are sub-divided as shown in figure.1
Table.1 SAMPLE STRUCTURE OF STUDENTS
(Figure1. DESIGN OF THE STUDY)
4.3 Tools Used In Present Study
1. Parental Encouragement Scale by R.R.Sharma (1988).
2. Total scores of students in previous class were taken as measure of academic achievement.
4.4 Data Collection
The researcher individually visited the schools of Ferozepur district. The researcher requested the
principals of the respective schools to collect data from 11th
and 12 class students. The students were explained
the purpose of collecting the data and were assured that information collected will be kept confidential and will
only be used for the purpose of research. They were made to sit comfortably and were requested to fill in the
personal information and the test. Academic records were taken from school records.
The data consisted of scores of academic achievement and parental encouragement of adolescents. The data is
processed statically in the following order:
1. The co-efficient of correlation between the academic achievement and parental encouragement.
2. T-Ratio between :
a) Academic achievement of Boys and Girls adolescents.
b) Parental Encouragement of Boys and Girls adolescents.
c) Academic achievement of Boys adolescents of rural and urban areas.
d) Academic achievement of Girls adolescents of rural and urban areas.
4.5 Description Of The Test
4.5.1 Parental Encouragement Scale
The Parental Encouragement scale has been developed to measure the degree/amount of encouragement
which a child receives from his parents and also to categorize the students in terms of the degree/amount of their
Parental Encouragement. The scale contains 40 items with three alternative responses.
S.no
Name of the schools of Dist.
Ferozepur, Punjab, India.
No. Of students
Boys Girls
1
Manav Mandir Sen .Sec. School
Ferozepur city.
25 25
2 H.M. Sen. Sec. School Ferozepur city. 25 25
3
Govt. sen. Sec. school, Village
Bazidpur.
25 25
4
Govt. sen. Sec. school, Village
Mahima.
25 25
Total students 200

Reliability
The reliability of the scale was measured firstly by split half method and the value was found to .83.
Secondly two test-retest reliabilities were determined – one after an interval of 2 weeks and other of 4 weeks.
The values of these two reliabilities were found to be .73 and .76 respectively.
Validity
Two Indices of validity of the P E S (Parental Encouragement Scale) were worked out.
1. Content validity
The contents of each of P E S were erotically examined by 5 judges specialized in the field of education
psychology and sociology. The opinion of these judges confirmed that the P E S was sufficiently valid
instrument.
2. Convergent validity
The validity of the P E S was ascertained by correlating the score of this scale with unrial and aerial’s P E
S. The coefficient of correlation was found to be 68, this indicates that the scale is fairly a valid tool.
Scoring
There are three response alternative in each item of the scale the subject has to choose only one
alternative. The marks should be allotted as shown in table 2.
(Table 2. Score Of Parental Encouragement Scale With Response Alternatives)
Thus the total score for each item ranges from 0-2 where as the grand total of the PES ranges from 0 to 80.
Higher scores on the PES reveal greater amount/degree of Parental Encouragement where as lower scores reveal
the lower degree of Parental encouragement.
4.5.2. Academic Achievement
Annual scores of previous class were taken.
4.6 Hypothesis.
4.6.1 Hypothesis -1
There will be significant relationship between Academic Achievement and Parental Encouragement.
N M r INTERPETATION
Academic
Achievement
200 63.88
0.26
SIGNIFICANT AT
0.05 AND 0.01 LEVEL
Parental
Encouragement
200 45.60
(Table 4.1) Mean Score Of Academic Achievement And Parental Encouragement Of Girls And Boys
Students Of 11th
And 12th
Class Of Ferozepur Distt
Table 4.1 shows the relationship between Academic Achievement and Parental Encouragement, and we
find that coefficient of correlation between scores of Academic Achievement and Parental Encouragement has
come out to be 0.26, therefore it is insignificant. The result obtained holds the opinion that parental
encouragement correlates with academic achievement of the students.
Hence, Hypothesis-1 then exit significant relationship between Academic Achievement and Parental
Encouragement. So, Hypothesis-1 is not Accepted (Rejected).
Response Alternatives Score
a) 0
b) 1
c) 2

4.6.2 Hypothesis -2
There will be no significant difference in Academic Achievement of Boys and Girls students.
Academic
Achievement
N M S.D SDE t-Ratio INTERPETATION
Boys 100 59.42 12.87
3.46 3.05
SIGNIFICANT AT
0.05 AND 0.01
LEVEL
Girls 100 69.84 12.58
(Table 4.2) Mean Score Of Academic Achievement Of Girls And Boys Students Of 11th
And 12th
Class Of
Ferozepur Distt
Table 4.2 shows Mean score of Academic Achievement of Girls and boys students of 11th
and 12th
Class of Ferozepur Distt, To verify the above hypothesis t-Ratio between mean score of Academic
achievement of boys and girls students was computed.
The results show that the t-Ratio of Academic Achievement of boys and girls students has found to be
3.05. our calculated value is greater than table value at 0.05 and 0.01 level, which shows that it is significant at
both levels, Hence it is not Accepted (Rejected).
Hence, Hypothesis-2 that there no significant difference in Academic Achievement of Boys and Girls
students is not Accepted (Rejected).
The obtained results are in conformity with the previous findings of Spinrad, et. Al. (1999), Codjoe
(2007). However, these results are contrary to the previous findings of pandey and Ahmed (2008), Kaur (2009).
4.6.3 Hypothesis - 3
There will be no significant difference in Parental Encouragement of Boys and Girls students.
Parental
Encouragement
Boys 100 58.48 11.60
1.63 2.04
SIGNIFICANT AT 0.05
LEVEL AND
INSIGNIFICANT AT 0.01
LEVELGirls 100 55.21 11.49
(Table 4.3) Mean Score Of Parental Encouragement Of Girls And Boys Students Of 11th
And 12th
Class
Of Ferozepur Distt
Table 4.3 shows Mean score of Parental Encouragement of Girls and boys students of 11th
and 12th
Class of Ferozepur Distt. To verify the above hypothesis t-Ratio between mean score of Parental
Encouragement of boys and girls students was computed.
The results shows that the t-Ratio of Parental Encouragement of boys and girls students has found to be
2.04.This value is significant at 0.05 level and insignificant at 0.01 level.
Hence, Hypothesis-3 shows significant difference in Parental Encouragement of Boys and Girls
students. So, Hypothesis-3 is Partially Accepted (Rejected).
There will be no significant difference in Academic Achievement of boys students of Rural and Urban
Areas.
Academic
Achievement
Boys
(Urban Area)
50 64.12 10.12
1.9 7.2
SIGNIFICANT AT
0.05 AND 0.01
LEVEL
Boys
(Rural Area)
50 50.16 9.14
(Table 4.4) Mean Score Of Academic Achievement Of Boys Students Of 11th
And 12th
Class Of
Rural And Urban Areas Of Ferozepur Distt
Table 4.4 shows Mean score of Academic Achievement of boys students of 11th
and 12th
Class of Rural
and urban areas of Ferozepur Distt, To verify the above hypothesis t-Ratio between mean score of Academic
Achievement of boys students were computed.
The results shows that the t-Ratio of Academic Achievement of boys students has found to be 7.2.
Which is significant at both 0.05 and 0.01 levels.
Hence, Hypothesis-4 show significant difference in Academic Achievement of boys students of Rural
and Urban areas of Ferozepur Distt. This shows that the boys of urban areas of distt ferozepur achieve good
Academic Achievement as compare to the Academic Achievement of boys of rural area .
So, Hypothesis-4 is not Accepted (Rejected).

There will be no significant difference in Academic Achievement of Girls students of Rural and Urban.
Academic
Achievement
Girls
(Urban Area) 50 62.62 10.13
1.8 7.3
SIGNIFICANT AT
0.05 AND 0.01
LEVEL
Girls
(Rural Area) 50 49.32 8.63
(Table 4.5) Mean Score Of Academic Achievement Of Girls Students Of 11th
And 12th
Class Of
Rural And Urban Areas Of Ferozepur Distt
Table 4.5 shows Mean score of Academic Achievement of girls students of 11th
and 12th
Class of Rural
and urban areas of Ferozepur Distt, To verify the above hypothesis t-Ratio between mean score of Academic
Achievement of girls students were computed.
The results show that the t-Ratio of Academic Achievement of girls students has found to be 7.3.This
value is significant at both 0.01 and 0.05 levels.
Hence, Hypothesis-5 shows insignificant difference in Academic Achievement of girls students of
Rural and urban areas of Ferozepur Distt. This shows that the girls of urban areas of distt Ferozepur achieve
good Academic Achievement as compare to the Academic Achievement of girls of rural area. So Hypothesis-5
is not Accepted (Rejected).
V. Conclusions
In the present study the researcher wanted to study the effect of Parental Encouragement on Academic
Achievement of 11th
and 12th
students.
1. There is positive correlation between Academic Achievement and Parental Encouragement as the value of r
= 0.26 which is significant value and we have a feasible result thus, our first hypothesis “There exists
significant relationship between academic achievement and Parental Encouragement is not Accepted
(Rejected). Above result conclude that Parental Encouragement contribute in Academic Achievement of
students.
2. The second hypothesis “There exists no significant difference in Academic Achievement of Boys and Girls
students” is not Accepted (Rejected), as there is very less difference in mean score of Academic
achievement of Boys and Girls. The mean score of Academic achievement of Boys = 59.42 and Girls =
69.84, so there will be difference in mean score of Academic achievement, so hence it is proved that there
is significant difference in Academic Achievement of Boys and Girls.
3. The third hypothesis “There exists no significant difference in Parental Encouragement of Boys and Girls
students” is partially Accepted (Rejected), as results shows difference in Parental Encouragement of Boys
and Girls. The results show that the t-Ratio of Parental Encouragement of boys and girls students has found
to be 2.04. This is an infeasible result. This shows significant difference in Parental Encouragement of Boys
and Girls students. This infers that in Ferozepur District parents encourage their boys more as compare to
girls.
4. The Forth hypothesis “There exists no significant difference in Academic Achievement of boys students of
Rural and Urban Areas” is not Accepted (Rejected), as results shows difference in Academic Achievement
of boys students of Rural and Urban Areas, The results shows that the t-Ratio of Academic Achievement of
boys students has found to be 7.2. This shows that the boys of urban areas of District Ferozepur achieve
good Academic Achievement as compare to the Academic Achievement of boys of rural area.
5. The Fifth hypothesis “There exists no significant difference in Academic Achievement of Girls students of
Rural and Urban” is not Accepted (Rejected), as results shows difference in Academic Achievement of
Girls students of Rural and Urban Areas. The results show that the t-Ratio of Academic Achievement of
Girls students has found to be 7.3. This is an infeasible result. This shows that the Girls of urban areas of
District Ferozepur achieve good Academic Achievement as compare to the Academic Achievement of Girls
of rural area.
Parental encouragement is the backbone of individual’s life. The parents help the child to guide him
and coax him so that he may not feel dishearted at a particular point of difficulty. There is no doubt that
considerable progress has been done to study and Realizing the importance of Parental encouragement to their
childrens in achieving high scores and success.

In future realizing the importance of influence of parental encouragement on Academic achievement
the investigator further undertake this research and There is the need to study and understand the variables that
are directly or indirectly related to the academic achievement of adolescents like, school environment, home
environment, parent education and parental encouragement, Study habits, Interest, Attitude, Intelligence and
Home Environment etc, in Future.
4.8 Delimitiations Of The Study
1. The study was restricted to district Firozepur, Punjab, India only.
2. Only 200 students of 11th
and 12th
class were taken.
References
[1]. Aggarwal (1983). “Reading Ability in Relation to Some Cognitive and Non -Cognitive Factors”. Dissertation Abstracts in
Humanities and Social Sciences, 47(8A), 29-49.
[2]. Baker and David (1986). “Mothers Strategies for Children’s School Achievement”. Journal of Management Studies, 33, 119-135.
[3]. Chakrabarti (1987). “Academic Achievement of Primary School Children”.Society for Information Technology and Teacher
Education International Conference, 1987 (1), 2379-2382.
[4]. Devi (2006). “Academic Achievement in relation to Text Anxiety and Study Habits”. M.Ed Dissertation, Panjab University,
Chandigarh.
[5]. Gupta.K Arun (1987). “Parental Influence on Adolescents”. Journal of career development. vol.34. 218-240.
[6]. Joshi (1999). “A Study of Home and School Environment and their Relationship with Academic Stress among the Students in
Senior Secondary Schools of Delhi.” M.phill, education, jamia millia islamia, New Delhi.
[7]. Kaur (2001). “Academic Achievement as related Achievement Motivation at Secondary Level”. Med dissertation, Punjab
university, Chandigarh.
[8]. Kaur (2005). “Study the Relationship among Creativity, Intelligence and Academic Achievement in different Subjects of 10th
Grade”. P.hd Education, Punjab university, Chandigarh.
[9]. Mangal S.K (2012). Statistics in psychology and education. (PHI learning private limited).
[10]. Otto and call (1985). Parents assist their children in planning work and career choices. ( www.ericdigest.com).
[11]. Peecock (2000). “Socio Cultural Background Characteristics and Educational Attainment of Students”. journal of education
research, 9(1), 55-64.
[12]. Shah and Sharma (1982). a study to investigate “The Effect of Family Climate on Students Academic Achievement”. learning
and Individual Differences, 19(2), 238-41.
[13]. Sharma R.R (1988). Manual for parental Encouragement Scale.
[14]. Singh and Praveen (2011). “Students Attitude towards Mathematics and Academic Achievement in Some Selected Distt of
Punjab”. European Journal of Scientific Research, 36 (4): 339-345
[15]. Tsang (2004). “Academic Motivation and Achievement among Students from Immigrants and America Born Families”.
International Handbook of Personality and Intelligence.186-210.

Academic Achievement of Adolescents In Relation To Parental Encouragement

More Related Content

Similar to Academic Achievement of Adolescents In Relation To Parental Encouragement (20)

More from iosrjce (20)

Recently uploaded (20)

Academic Achievement of Adolescents In Relation To Parental Encouragement