32

CHAPTER – II
REVIEW OF RELATED LITERATURE

2.1: Introduction:

Review of related literature implies locating, tracing and evaluating

reports of research findings as well as reports of casual observations and
opinions that are related to the individuals, and planned research projects.
The collection of available literature helps to uncover a number of
studies related to the problem under study. Unless the areas of work that
others have completed are ascertained and the areas left unexplored are
identified to focus the light on those areas by the researchers. Review of
researches is very essential for an investigator to know the area in which
research work is needed and for determining and describing the different
dimensions of problems. This may provide scope for drawing a base for the
conceptual frame work for the proposed study.
This chapter is an attempt to cover the studies that were under taken in
the dimension of Parenting styles, Achievement Motivation and Self efficacy
on academic performance of secondary school students perceptions,. This
chapter includes the doctoral and institutional level of research studies, which
are available for reference to the study area.

2.2. Related studies conducted in India:

Juvert N. Paler et al., (2019) reviewed on “Parenting Style and Task
Performance of Students”. Parenting style refers to parental strategies on how
they raise up their children. This study focuses on the effects of parenting styles
to the task performance of students. This aims to examine the relationship
between parenting styles and mode of learning of Senior High School Students
in Jagobiao National High School for School year 2018-2019. For the purpose
of this study, all grade 11 and 12 students in Jagobiao National High School are
required to answer the questionnaires in rating scale form.Results indicate that
parenting styles is correlated with the educational achievement of students. It
can be inferred that Authoritarian parents show fair parental support to their
 33

children and only support them in the area of projects but fails to give support
in terms of school activities and academics. On the contrary, there has been a
similarity between Permissive and Authoritative parents. It has been found out
that both of these parenting styles support their children only in the area of
academics and fails to give some in terms of the school activities and projects
of their children.In this study, suggestions such as giving parental seminar and
training are provided for future research purposes.
Kamalpreet Kaur Toor (2018) reviewed on “Parent-child relationship
and students’ Academic achievement: a study of secondary School students”.
Parent-child relationship has been considered as part of parental involvement
process and consists of a combination of behaviours, feelings and expectations
that are unique to a particular parent and particular child. This study explores
how parent-child relationship is influenced by taking into account demographic
factors viz. gender, type of school and academic achievement. Data has been
collected by using parent-child Relationship Scale (PCRS-RN) developed by
Rao (2011) from the 200 secondary school students selected from four schools
of Sidhwan Belt Block of Ludhiana District following non-probability
approach of sampling. The results of the study indicated that secondary school
students perceive their parents differently on different dimensions of parent-
child relationship on the basis of gender, type of school and academic
achievement. It seems that not only academic achievement but other socio-
contextual variables also play an important role in shaping the relationship
between parents and children.
Madhu Gupta (2017) studied on “Effect Of Parenting Style On
Academic Achievement Of Senior Secondary School Students: An Analytical
Analysis”. The present study was undertaken to examine academic
achievement of senior secondary school students in relation to their perceived
parenting style. Academic achievement was treated as dependent variable,
whereas parenting style (Autocratic, democratic, permissive and uninvolved)
and demographic variables: type of school (Govt. & Private) and gender (Male
& Female) were treated as independent variables. Descriptive survey method
 34

was employed for the present study. A sample of 598 students was taken using
multi-stage random sampling technique. Parenting Style Scale by Gupta and
Mehtani (2017) was used to collect the data and Three-Way ANOVA with
4×2×2 factorial design was used to analyze the data. Levene’s Test of
Homogeneity of Variance was also applied to test the assumption of
homogeneity of variance for ANOVA. Main effect of parenting style and
gender on academic achievement of senior secondary school students was
found to be significant. However, no significant effect of type of school was
reported. No significant interaction effect of parenting style and type of school
& type of school and gender was found on academic achievement of senior
secondary school students. On the other side, significant interaction effect of
parenting style and gender was reported on academic achievement of senior
secondary school students. Triple interaction effect of parenting style, type of
school and gender on academic achievement of senior secondary school
students was found to be insignificant.
Shyny (2017) conducted a study on “Parenting Style on Adolescent
Multidimensional aspects by using MESPA Self Rating Scale& PSFFQ along
with standardization”. Current research was an effort to investigate Mental
health ,Emotional intelligence, Self esteem ,Personality & Achievement
motivation of adolescents associated with their parent's parenting styles. A
stratified sample of 600 adolescents from public and private schools of Thrissur
, Kerala, and their 600 parents were selected to participate in this study. PSFFQ
is specially constructed and standardized by pilot study on 64 parents to
measure parenting styles. Self constructed Standardized MESPA (Mental
health ,Emotional intelligence, Self esteem ,Personality, Achievement
motivation) Self Rating Scale which use to measure Adolescent MESPAis also
standardized by pilot study on 64 parents.
Amit Ahuja (2016) studied on “A Study of Self-Efficacy among
Secondary School Students in relation to Educational Aspiration and Academic
Achievement”. The aim of the present study is to probe self-efficacy,
educational aspiration and academic achievement among secondary school
 35

students. In sample selection, random sampling was exercised and final sample
comprised 106 boys and 104 girls of IX class of two Government senior
secondary schools of Directorate of Education, Delhi. Self-Efficacy Scale
(Singh & Narain, 2014) and Educational Aspiration Scale (Sharma & Gupta,
2015) were administered as standardized tools for data collection. Summative
Assessment-I scores were used as academic achievement scores. The collected
data was analysed by employing t-test and Karl Pearson’s Product Moment
Coefficient of Correlation (r). It was found out that girls had statistically
significant higher scores in self-efficacy, educational aspiration and academic
achievement than boys. A statistically significant positive correlation was
found between self-efficacy & educational aspiration, self-efficacy & academic
achievement and educational aspiration & academic achievement of secondary
school students.
Pooja Bhagat and Dr. J.N.Baliya (2016) studied on “Self-Efficacy and
Adjustment of Secondary School Students in Relation to their Gender and
Academic Achievement”. The present study was conducted with the purpose to
see the self-efficacy and adjustment of secondary school students in relation to
their gender and academic achievement. The study was conducted over a
sample of 200 randomly selected secondary school students studying in class
9th of Samba District (J&K). Self-efficacy scale constructed and standardized
by Dr. G.P. Mathur and Dr. Raj Kumar Bhatnagar and Adjustment inventory
constructed and standardized by A.K.P. Sinha and R.P. Singh were used to
collect data. The collected data was analyzed with the help of ‘t’ test. The
results of the study showed significant differences in the adjustment of
secondary school students in relation to their gender. Female students of
secondary schools are found less adjusted than male students of secondary
schools. No significant difference is found in the self-efficacy of secondary
school students in relation to their gender and academic achievement.
Parivash RahimPour et al., (2015) studied on “Relationship Between
the Parenting Styles and Students’ Educational Performance Among Iranian
Girl High School Students, A Cross- Sectional Study. Parenting styles are
 36

effective in the educational performance of their child. The present study aimed
to investigate the relationship between the parenting styles and students’
educational performance among Iranian girl high school students. Materials
and Methods: In a cross–sectional survey, female students in high schools of
Ilam (Iran) evaluated during the academic year 2014-15. Multistage cluster
random sampling was used to select the participants. Data were collected by
two demographic and Baumrind's parenting styles questionnaire. The
Cronbach’s alpha coefficient was measured as an index of internal
identicalness of the questionnaire to verify its reliability. Results: A total 400
students were studied. The Mean±SD of the students’ age were 14±1.08. The
students’ school grades were the first year of high school to pre-university
course. The Mean±SD of parenting styles were 35.37±5.8, 34.69±6.34 and
19.17±6.64 for permissive parenting style, authoritarian parenting style and
authoritative parenting styles, respectively. There was a significant relationship
between the score of permissive parenting style (p= 0.001, r= 0.151),
authoritarian parenting style (p= 0.001, r= 0.343) and authoritative parenting
style (p=0. 001, r= 0.261) with the students' average score for studying.
Conclusion: The results of this study demonstrate that parental influence plays
an important role in students’ educational performance.
Sarita Y. Shukla1,, Angela K. Tombari1, Michae D. Toland & Fred
W. Danner (2015) studied on “Parental Support for Learning and High School
Students’ Academic Motivation and Persistence in Mathematics”. This study
tested whether student-perceived at-home parental support for learning is
associated to students’ personal goal orientations and persistence in
mathematics in the classroom. Self-report questionnaire data was collected
from 1,534 grade-nine students attending three ethnically-diverse high schools
in the southeastern United States. Results of a full structural equation model
indicated that students’ perception of at-home parental support for learning is
strongly associated with students’ personal mastery and performance approach
goal orientations. All variables, in turn, accounted for 64% of the sample
variance in self-reported persistence in mathematics in the classroom. These
 37

findings indicate that at-home parental support for learning is significantly

positively associated with students’ academic motivation and persistence for
mathematics in the classroom, which, in the long run, may improve high school
students’ mathematics achievement.
Gota, A. A. (2012) studied on “Effects of parenting styles, academic
self-efficacy, and achievement motivation on the academic achievement of
university students in Ethiopia”. Preliminary analyses of the data consisted of
percentage and correlational analyses. Structural Equation Modeling (SEM)
analyses with Analysis of MOment Structures (AMOS 18.0 version) were
employed to test the adequacy of the hypothesized model and examine the
relationships among the variables. A one-way Multivariate Analysis of
Variance (MANOVA) was also used to assess sex differences in the academic
self-efficacy, achievement motivation, and academic achievement of students.
The results of preliminary analyses pertaining to the most predominantly
practiced parenting style in the families of Ethiopia revealed that authoritative
parenting was the most commonly adopted parenting style; however, parenting
styles varied as a function of late adolescent and young adult children’s sex
(i.e., parents were authoritative for their daughters but neglectful for their
sons). The results from tests of the proposed parental and social-cognitive
model of academic achievement showed that the hypothesized model provided
a good fit to the empirical data for both the overall sample and the sub-samples
of female and male students. The results of the path analyses provided partial
support for the hypothesized model, in that, irrespective of students’ sex,
parenting styles had a significant and positive direct effect on academic self-
efficacy, as well as significant and positive mediated effects on achievement
motivation (i.e., via academic self-efficacy) and academic achievement (i.e.,
via achievement motivation for female students and via academic self-efficacy
for male students). Parenting styles had also a significant and positive direct
effect on achievement motivation for female students, but not for male
students. Specifically, regardless of sex, students who rated their parents as
authoritative had higher academic self-efficacy than their counterparts who
 38

perceived their parents as non-authoritative; however, only female students

who described their parents as authoritative had higher achievement motivation
when compared with their counterparts who characterized their parents as non-
authoritative. The results also revealed that both female and male students who
described their parents as authoritative had higher academic self-efficacy and
these students in turn had higher achievement motivation than their
counterparts who characterized their parents as non-authoritative. In addition,
female students who rated their parents as authoritative had higher achievement
motivation and these students in turn had higher academic achievement when
compared with their counterparts from non-authoritative families. Similarly,
male students who characterized their parents as authoritative had higher
academic self-efficacy and these students in turn had higher academic
achievement when compared with their counterparts from non-authoritative
families. With regard to the interrelationships among academic self-efficacy,
achievement motivation, and academic achievement, irrespective of students’
sex, academic self-efficacy had a significant and positive direct effect on
achievement motivation and a significant and positive mediated effect (i.e.,
through achievement motivation) on academic achievement. Furthermore,
regardless of students’ sex, achievement motivation had a significant and
positive direct effect on academic achievement. Academic self-efficacy had
also a significant and positive direct effect on academic achievement for male
students, but not for female students. The results of a one-way Multivariate
Analysis of Variance (MANOVA) indicated that there were significant sex
differences in the academic achievement of students (i.e., favouring male
students); however, there were no significant differences among female and
male students in their academic self-efficacy and achievement motivation. The
findings also uncovered that undergraduate first year university students in
Ethiopia who participated in the present study had high academic self efficacy
and achievement motivation but low academic achievement. Based on the
findings, some practical and theoretical implications of the study for designing
 39

interventions to maximize students’ academic achievement in higher education

institutions are addressed.
Vishalakshi K. K and K. Yeshodhara (2012) reviewed on
“Relationship between Self-Esteem and Academic Achievement of Secondary
School Students”. In the present study, an attempt has been made to study the
Relationship between Self-Esteem and Academic Achievement of Students of
standard IX from Mysore city. Data were obtained from 321 students of
standard IX from government and private schools of Mysore city. The
Coopersmith Self Esteem Inventory( CSEI)was used to find out Self Esteem
and total scores on second semester exam is considered to determine the level
of Academic Achievement of Students .Results revealed positive relationship
between Self-Esteem And Academic Achievement of Students .Major findings
of the study 1) The Self-Esteem of English Medium students of standard Ix is
higher than that of kannada Medium students. This might be due to the
influence of education and socio economic status of parents and congenial and
conducive atmosphere of the school. 2) The Self-Esteem of Girls of standard Ix
is higher than that of Boys. This could be due to the values, beliefs and
attitudes that girls hold about them as these aspects lead to formation of Self-
Esteem. The study made by Quatman and Watson (2001) contradicts the
finding. 3) The third finding is that higher the Self-Esteem, higher will be the
Academic Achievement. Hence the result is. The finding is in accordance with
Holly (1987),Purkey(1970) and Erickson(1968).
Shobhna Joshi and Rekha Srivastava (2009) studied on “Self-esteem
and Academic Achievement of Adolescents”. This study was undertaken to
examine the self-esteem and academic achievement of urban and rural
adolescents, and to examine the gender differences in self-esteem and academic
achievement. The sample of this study consisted of 400 adolescents (200 urban
and 200 rural) from Varanasi District. The boys and girls (aged 12 to14) were
equally distributed among the urban and rural sample. Self-esteem was
measured by Self-esteem questionnaire and academic achievement was
measured by academic school records. The findings indicated that there were
 40

no significant differences with regard to self-esteem of rural and urban

adolescents. There were significant differences with regard to academic
achievement of rural and urban adolescents. Urban adolescents scored higher in
academic achievement as compared to rural adolescents. Boys would score
significant higher on self-esteem as compared to girls. Significant gender
differences were found in academic achievement. Girls were significantly
higher on academic achievement as compared to boys.
Jewrell Rivers (2008). The Relationship Between Parenting Style and
Academic Achievement and the Mediating Influences of Motivation, Goal-
Orientation and Academic Self-Efficacy”. The purpose of the study was to test
the relationship between parenting style and academic achievement, and to
examine the mediating effects of motivation, goal orientation and academic
self-efficacy on this relationship. The researcher surveyed 148 high school
students from rural, south central Georgia. Demographically, the sample was
comprised of 39% male, 61% female, 36% African American and 53% White.
In regard to grade level, 68% were 11th graders, and 13% were 12th graders
and 12% were 10th graders. Approximately 93% were college-prep and the
students came from eight rural counties. Measures included the Parenting Style
and Parental Involvement Questionnaire (PSPI), the Intrinsic vs. Extrinsic
Orientation Scale, the Patterns of Adapted Learning Survey (PALS), and a
demographic questionnaire. The Parenting Style and Parental Involvement
Questionnaire was used to measure students’ perceptions of parenting style.
The Intrinsic vs. Extrinsic Orientation Scale was used to measure students’
motivation. The Patterns of Adapted Learning Survey was used to measure
both goal orientation and academic self-efficacy. Correlations, hierarchal
multiple regression and analysis of variance (ANOVA) were the analyses used
for the study. The researcher found a significant correlation between parenting
style and the motivation subscales. The hierarchal regression analysis revealed
that only the motivation subscales mediated parenting style in contributing a
significant amount of incremental variance in explaining academic
achievement. The analysis of variance indicated that all of the criterion
 41

measures of academic achievement differed significantly as a function of plans

after high school. Additionally, math GPA, english GPA, science GPA and
grade point average differed as a function of race, and only english GPA
differed as a function of sex. Recommendations for future practice include
more incorporation of intrinsic motivation in teaching strategies, guidance and
parenting as a means to improve achievement outcomes. Also, the researcher
recommends more collaboration and networking among students, parents,
teachers, guidance counselors and peer leaders. For future research, the
researcher recommends that school administrators and board members should
commit all grades to the research study and follow-up the research utilization
effort as a complete system buy-in to the process.

2.3. Related studies conducted in Abroad:

Harold Manzano-Sanchez, Corliss Outley, Jorge E. Gonzalez (2018)
reviewed on “The Influence of Self-Efficacy Beliefs in the Academic
Performance of Latina/o Students in the United States: A Systematic Literature
Review””. This review had three aims: (a) examine the relationship between
self-efficacy (SE) and academic performance (AP) in Latina/o students, (b)
identify the types of measures of SE and AP that have been used, and (c)
identify the differences between global and specific measures of SE in
predicting academic performance in Latina/o students. Twenty-seven articles
were included in the analysis. Major findings included the following: (a)
significant and positive relationship between self-efficacy and academic
performance in Latina/o students, at all educational levels, and through
different types of measurements of self-efficacy and academic performance; (b)
particular performance domains or content, or task-specific variables, were
more favorable in the examination of the relationship between self-efficacy and
academic performance than global domains; (c) Latina/o is not a homogeneous
group; therefore, acculturation process, immigration status, family’ experience
on higher education, affective variables, and parents’ and teachers’ support
 42

were also factors that significantly correlated with Latina/os’ academic

achievement.
Feroz Correlating (2018) studied on “Correlating Self-Esteem and
Academic Outcome”. The study was aimed to analyze whether or not the self-
esteem of students had any effect on their academic achievement, to correlate
self-esteem and the academic outcome of undergraduate students at the
University of Swat. A hypothesis was formulated that students with higher self-
esteem level will have higher academic outcome. A total sample of 600
participants was selected randomly from various departments at the University
of Swat. Out of the 600 participants, 360 were male and 240 were female
participants having qualified at least four semesters. Rosenberg Self-esteem
Scale (RSES) was used to assess the self-esteem level of participants. The
students were also asked to mention their Cumulative Grade Point Averages
(CGPA) from their previous semesters at the end of the RSES questionnaire.
The CGPA of participants was correlated with their score on the RSES scale by
applying the Pearson Correlation Coefficient test using the Statistical Product
and Service Solutions version 21 (SPSS v21). Results showed that there was in
fact a significant positive correlation (r=0.551, p<0.02) between students’
CGPAs and their score on the self-esteem scale. It was concluded from the
results that students with higher self-esteem level had higher academic
outcome.
Ojewola, Florence O and Faremi, Yinusa A., (2018) studied on
“Achievement Motivation and Parenting Styles in Promoting Effective
Learning Among Secondary School Students in Ondo State”. Effective learning
among secondary school students in Ondo state has become a source of
concern to all well-meaning people in the educational sector hence this study
investigated achievement motivation and parenting styles in promoting
effective learning among secondary school students in Ondo State. Descriptive
survey design was adopted for this study. The sample was made up of 245
secondary school students randomly selected from five local government areas
in Ondo state. A questionnaire titled Assessment of Secondary School Students
 43

Academic Achievement Motivation for Promoting Learning. Questionnaire

was administered on the students to assess their achievement motivation and
parenting styles in enhancing effective learning among secondary school
students. Data collected were analysed using Analysis of Variance and t-test.
The three null hypotheses formulated were tested at 0.05 alpha level. The
results revealed that there was no significant difference between academic
achievement motivation and parenting styles of secondary school students. The
other two hypotheses based on family structure and gender were not rejected. It
was concluded that achievement motivation and the styles adopted by parents
in raising their children may not have any impact on the secondary school
students’ effective learning outcome. It was also recommended among others
that teachers and parents should make their students to develop achievement
motivation.
Rosemary Wangechi Kiama, Peter J. O. Aloka and Elizabeth
Gumbi (2018) studied on “Influence of Parenting Styles on Academic
Performance among Girls in Public Secondary Schools in Kenya”. This study
investigated the influence of authoritarian parenting style on Academic
Performance among Girls in Public Secondary Schools in Kenya. The study
employed correlation survey design. The study was informed by Baumrind’s
Theory of Parenting Styles (TPS). Thirteen secondary schools in Makadara
Sub-County were randomly sampled. The target population of the study
comprised form two students sampled through stratified sampling and
counseling teachers were randomly sampled. The study used questionnaire,
interview guide and document analysis guide to collect data. The quantitative
data was analyzed using descriptive (mean and standard deviations) and
inferential statistics(Pearson correlation coefficients) on IBM SPSS version 22
while qualitative data was analyzed using quotes and narratives. The findings
of the study revealed that authoritarian parenting style had a negative
association of 43.2% on girls’ academic performance.
 44

Ana Gonzalez (2017). The effect of parenting styles on Academic self-

effficacy, resilience, And help seeking”. Parenting is a balance of behaviors
that can influence a child’s outcome. Twenty-eight undergraduate college
students completed ratings of parenting styles, resilience, and help-seeking
behaviors, as well as academic self-efficacy. None of these variables were
significant predictors of academic self-efficacy, although significant positive
correlations were found between an authoritative parenting style and the
variables of help-seeking and resilience. Help-seeking and academic self-
efficacy were negatively correlated, suggesting that students with lower
academic self-efficacy reported a higher willingness to seek help. Implications
of these findings for both mental health counselors and university student
support staff are discussed.
Christina Mariam Chacko and Syna Soosan Abraham (2017)
reviewed on “Academic Performance, Self Esteem and Happiness among
Adolescents in Kerala”. An average adolescent in Kerala is expected to
concentrate on his/her academics and all other key aspects of healthy
development like spiritual, psychological and social wellbeing are given scant
attention. Middle class parents and teachers often disregard unacceptable
behaviors of academically high performing children. Nevertheless as the young
person completes education, the world demands competencies not taught in
schools and when the critical time of acquisition of these core competencies are
long past. In consequence young adults face serious interpersonal difficulties in
both personal and professional life. The present study is an attempt to find out
whether better academic performance contributes to happiness and increased
self esteem among adolescents. A sample of 150 students (75 girls and 75
boys) between 13 to 18 years of age was selected for the study. Self Esteem
Rating Scale (SERS), Depression – Happiness Scale (DHS) and recent annual
report cards were used to collect quantitative data. The results indicate that
there is no significant difference between academically high performing and
low performing students in happiness or self esteem i.e. better academic
performance does not ensure happiness or positive self esteem. There is
 45

positive correlation (r=0.54**) between self esteem and happiness. Happier

children have better self esteem (t=5.27**) than depressed children. The results
of this study reveal that happiness and self esteem are independent of academic
performance and parents and educators must focus on holistic development not
just on scoring well in exams.
Els C. M. van Rooij,Ellen P. W. A. Jansen &Wim J. C. M. van de
Grift (2017) studied on ”Factors that contribute to secondary school students’
self-efficacy in being a successful university student”. Academic self-efficacy
is a crucial predictor of first-year university study success, which makes it a
key intended outcome of pre-university education. Students with high academic
self-efficacy at the end of secondary education likely experience a better
transition to university. This study aimed to investigate which factors relate to
Dutch secondary school students’ self-efficacy in terms of being a successful
university student, including a personality variable (i.e. need for cognition), a
motivational variable (academic interest), and behavioural variables (student
engagement and out-of-school academic activities). Structural equation models
served to test the proposed model. The results revealed that need for cognition,
academic interest, and out-of-school academic activities related directly to self-
efficacy; need for cognition and academic interest were especially pertinent. By
focusing on improving students’ need for cognition and academic interest,
secondary school teachers can contribute to the development of students’
academic self-efficacy and thereby increase their chances for a successful
transition to university.
Fernando Domenech-Betoret, Laura Abellan-Rosello, and Amparo
Gomez-Artiga (2017) studied on “Self-Efficacy, Satisfaction, and Academic
Achievement: The Mediator Role of Students' Expectancy-Value Beliefs”.
There is considerable evidence to support the direct effects of self-efficacy
beliefs on academic achievement, very few studies have explored the
motivational mechanism that mediates the self-efficacy–achievement
relationship, and they are necessary to understand how and why self-efficacy
affects students' academic achievement. Based on a socio-cognitive perspective
 46

of motivation, this study examines the relationships among academic self-

efficacy, students' expectancy-value beliefs, teaching process satisfaction, and
academic achievement. Its main aim is to identify some motivational-
underlying processes through which students' academic self-efficacy affects
student achievement and satisfaction. Student achievement and satisfaction are
two of the most important learning outcomes, and are considered key indicators
of education quality. The sample comprises 797 Spanish secondary education
students from 36 educational settings and three schools. The scales that referred
to self-efficacy and expectancy-value beliefs were administered at the
beginning of the course, while student satisfaction and achievement were
measured at the end of the course. The data analysis was conducted by
structural equation modeling (SEM). The results revealed that students'
expectancy-value beliefs (Subject value, Process expectancy, Achievement
expectancy, Cost expectancy) played a mediator role between academic self-
efficacy and the achievement/satisfaction relationship. These results provided
empirical evidence to better understand the mechanism that mediates self-
efficacy–achievement and efficacy–course satisfaction relationships. The
implications of these findings for teaching and learning in secondary education
are discussed.
Joel J P, Ogutu (2017) studied on “Influence Of Self-Efficacy,
Academic Self-Concept and Peer Pressure on Career Decision Making among
Secondary School Students in Kenya”. Students in Kenyan secondary schools
continue to face pressure on career decision making, despite the government’s
emphasis on career guidance and counseling programme in schools. Thousands
of school-leavers miss out on suitable career choices, because of distorted
career choices. More often students make career choices in less regard to
ability or talent. Existing reports reveal that most people are employed in areas
that are neither in line with their professional training nor with their career
interests. The purpose of this study was to examine the influence of self-
efficacy, academic self-concept and peer pressure on career decision making
among public secondary school students. Specifically, the study sought to
 47

examine the influence of: self-efficacy, academic self-concept, peer pressure on

career decision making among secondary school students. Besides, the study
sought to establish the relationship and differences between self-efficacy,
academic self-concept and peer pressure on career decision making among
secondary school students in Busia County. The study was anchored on Social
Cognitive Career and Self-concept theories by Lent, Brown and Hackett, and
Donald Super respectively, and conceptual framework. The study adopted
correlational and causal comparative research designs. The target population
was 6664 form four students, 138 teachers in-charge of career guidance and
counselling and 1 County Quality Assurance and Standards Officer. The study
employed purposive sampling, stratified random sampling and simple random
sampling techniques. The sample size consisted of 393 participants (364
students, 28 teachers’ in-charge of career guidance and counselling, and 1
County Quality Assurance and Standards Officer). Questionnaires, interview
guide and document analysis guide were used to collect data from the
respondents. Pilot study was carried out to establish the reliability and validity
of the research instruments used in data collection. Qualitative data was
transcribed and reported according to themes. Quantitative data was analyzed
using descriptive statistics including frequency tables, percentages, mean and
standard deviation and inferential statistics including Spearman’s correlation,
Multinomial logistic regression and Hierarchical multiple regression.
Descriptive statistics revealed high mean and low standard deviations in
variables influencing career decisions. The results of Spearman’s correlation in
objectives one to three showed statistically significant relationship between
independent variables and the outcome variable(rs 364) = - 0.236**,
p=0.001)for self-efficacy,(rs (364) = -0.208, p= 0.001) for academic self-
concept and(rs (364) = 0.165, p=0.001)for peer pressure on career decision
making at α=0.05.Multinomial logistic regression statistical models
significantly compared between comparison category relative to referent
category high relative risk ratios. Hierarchical multiple regression analysis
revealed that the three independent variables were significant, F (1,360)
 48

=13.491, p<.05) accounting for 11.5% of the variance in career decision

making. Academic self-concept wasthe most important predictor of career
decision making accounting for 5% of the variation. It was concluded that self-
efficacy, academic self-concept and peer pressure influenced career decision
making among secondary school students in Busia County. It was
recommended that career guidance teachers in schools and the education office
should aim at fostering strong and positive self-efficacy, academic self-concept
and peer relationships among students to them over challenges faced in career
decision making. It is hoped that education officers and career guidance
teachers will use these findings to improve on students’ skills in career decision
making.
Norlizah C. Hassan and Hew Min Sen (2017). Relationship between
Parenting Styles, Academic Performance and Socio-demographic Factors
among Undergraduates at Universiti Putra Malaysia. The purpose of this study
is to determine the relationship between parenting styles, undergraduates’
academic performances and socio-demographic factors (ethnic group and
socioeconomic status) among undergraduates at Universiti Putra Malaysia
(UPM). This is a cross sectional survey research, which involved 302
undergraduates from Universiti Putra Malaysia (UPM). The instrument of
Parenting Authority Questionnaire (PAQ) from Buri (1991) was used to
measure the undergraduates’ perceived parenting style. The collected data was
analyzed using Statistical Packages for Social Science (SPSS). The findings
showed there was a significant negative relationship between authoritarian
parenting style and undergraduates’ academic performance (r = -0.160*), but
no significant relationship between academic performance and the other two
parenting styles, which were authoritative and permissive parenting style. Chi-
square test showed that there was no significant difference in parenting styles
among the undergraduates in term of ethnic group (Pearson χ² (6, N=302) =
4.520, p > 0.05), as well as socioeconomic status (Pearson χ² (6, N=302) =
4.249, p > 0.05). This study showed that authoritarian parenting style is
 49

negatively correlated with academic performance. Hence, recommendations are

given to parents, tertiary education institution and educators.
Parvaneh Doodman, Mojgan Amirian Zadeh, Bahador Changizi
(2017) studied on “Study the Relationship between Self-Esteem and Academic
Achievement among High School Students in Lamerd City”. This study aimed
to investigate the relationship between self-esteem and academic achievement
among high school students in Lamerd. The research is correlational. The
statistical population consisted of300 students in Lamerd both girls and boys.
169 students were selected as statistical sample randomly, 73 boys and 96
girls.The instrument used in this study was a questionnaire containing 58
questions of Copper Smith self-esteemand previoussemester GPA score
indicate their academic achievement. For data analysis, descriptive statistics
such as mean and standard deviation and inferential statistics such as Pearson
correlation coefficient was used. The results showed a relationship between
academic achievement with self-esteem; higher self-esteem results inbetter
academic achievement and vice versa. lower the self-esteem, academic
achievement is weaker.The results also showed that there is a significant
relationship between components of susceptibility and competence with
academic achievement. So, it is necessary for parents and teachers to raise the
self-esteem in the students using appropriate methods.
Patricia A. DeCoster (2017) studied on “How Self-Efficacy is
Perceived by Urban High School Students”. Academic self-efficacy, an
individual’s judgement of his or her capacity to perform specific academic
tasks, is described through a phenomenological study using interview, field
notes and survey data. Academic self-efficacy is a main driver of motivation,
stamina and resilience, qualities especially necessary within urban settings. The
problem of practice is framed within the context of recent urban secondary
structural reforms efforts to increase understanding of how students perceive
their own selfefficacy as many studies in this area have been quantitative in
nature and based on outcome indicators such as grades, attendance and
graduation rates. Using a mixed methods convergent design, the data was used
 50

to extract four emergent themes that students identified as having a positive or

negative impact on their academic self-efficacy. The implications for school
and district leadership are discussed in light of these findings with specific
attention to the collection and use phenomenological data within urban schools
to improve instruction and school climate.
Van Rooij, E., Jansen, E., & van de Grift, W. (2017) studied on
“Factors that contribute to secondary school students’ self-efficacy in being a
successful university student. University study success, which makes it a key
intended outcome of pre-university education. Students with high academic
self-efficacy at the end of secondary education likely experience a better
transition to university. This study aimed to investigate which factors relate to
Dutch secondary school students’ self-efficacy in terms of being a successful
university student, including a personality variable (i.e. need for cognition), a
motivational variable (academic interest), and behavioural variables (student
engagement and outof- school academic activities). Structural equation models
served to test the proposed model. The results revealed that need for cognition,
academic interest, and out-of-school academic activities related directly to self-
efficacy; need for cognition and academic interest were especially pertinent. By
focusing on improving students’ need for cognition and academic interest,
secondary school teachers can contribute to the development of students’
academic self-efficacy and thereby increase their chances for a successful
transition to university.
Wan Hanum Suraya binti Wan Mohamed (2017) reviewed on “Self-
Efficacy and Academic Performance of Secondary Schools Students in Perak:
An Exploratory Outlook”. Self-efficacy is an important entity in elevating
someone to a better level. Without efficacy, individuals will not be able to face
difficulties in life. In the context of secondary school students in Perak, there
were different perspectives on self-efficacy between male and female students.
Female students were more optimistic when facing difficulties in their studies
compared to male students. This may be due to the nature of gender itself. They
were inherently easier in putting trust to a certain degree higher than male
 51

students. Trust and confidence were easily developed among the female
students. They easily absorb the words of encouragement and motivation given
by teachers, parents and others to them. They can be easily shaped by the
circumstances while male students were rather restricted to their original
values. However, male students exhibited a higher level of efficacy in
mathematics, computer and social science compared to the female students
who had a higher level of efficacy in the literature and language. Although
students were different in term of gender, the efforts to strengthen the quality of
students' academic achievement in Malaysia should always be balanced
without any comparison between students’ gender. Students’ success is our
success. Their failure in academic should be overcomed so that the future of the
state is not threatened by those who were reluctant to acquire knowledge.
Azizollah Arbabisarjou, Sadegh Zare, Mahnaz Shahrakipour and
Gholamreza Ghoreishinia (2016) conducted a study on “Relationship
between Self-Efficacy and Academic Achievement of Zahedan Medical
Sciences Students in 2016”. Students with higher self-efficacy utilize higher
tendency, endeavor, and strength in performing academic tasks and feel ensure
of their ability, thus self-efficacy can influence their academic achievement.
Current study was conducted aiming at investigating relationship between self-
efficacy and academic achievement of students of Zahedan University of
Medical Sciences. It is a descriptive – analytical research on 190 students of
Zahedan University of Medical Sciences during 2015 – 2016. Subjects were
selected randomly and two-part questionnaire was used as data collection tool.
First part was related to demographic characteristics and second part was
related to self-efficacy questionnaire. Finally data were analyzed by SPSS 19
Software using deceptive statistics, Pearson correlation and independent t.
Average age of individuals was 21.46 ± 312 and 82 students were female.
Relationship between gender and self-efficacy of students was significant and
self-efficacy was higher in females. But relationship between gender and
academic achievements not significant. Relationship between age and
academic achievement was not significant. Relationship between self-efficacy
 52

and academic achievement of students was measured through Pearson

correlation test and significant relationship was observed. People with higher
selfefficacy have more optimal academic status compared to people with low
self-efficacy and there is direct positive relationship between GPA and self-
efficacy.
Ghobadi, B., Batmani, B., Y.Mohammadi, Batmani, P. (2016)
reviewed on “Relationship between Parenting Styles and Self-Efficacy with
Academic Achievement’s Motivation among Male Students in Sanandaj City”.
Introduction: problems related to motivation and the academic achievement of
students in academic centers and media are significantly essential, so it’s
necessary for families and consultants to be aware about factors related to
students’ academic achievement motivation, such as parenting styles as well as
self-efficacy and study these factors. Objective: In this study, the goal is to
examine the relationship of parenting and self-efficacy styles as well as
academic achievement motivation. Method: Current study is correlative
descriptive sort. Study sample consists of 160 male students in high school
level (first and second levels) and their parents that they were selected based on
available sampling method in a training complex at Sanandaj city.
Questionnaires of parenting styles, self-efficacy and academic achievement
motivation styles were completed by students and parenting style questionnaire
was completed by parents. The data were analyzed using spss19, and to analyze
data, correlation test as well as step by step regression analysis was used.
Findings: results indicated that between sovereign style and motivation of
academic achievement, there is significant positive relationship (p 0/01), and
between self-efficiency and academic achievement motivation, there is also
positive correlation (p <0/01). There was not meaningful correlation between
opinionated style and academic achievement motivation. Beside, to determine
prediction power of variables, step by step regression analysis was used.
Regression analysis results indicated that sovereign and self-efficacy styles are
positive predictors of academic achievement motivation respectively.
 53

Hamid Masud, Muhammad Shakil Ahmad, Farzand Ali Jan, and

Ahmad Jamil (2016) reviewed on “Relationship between parenting styles and
academic performance of adolescents: mediating role of self-efficacy”. The
literature supports the importance of parenting styles that are necessary to
fulfill the developmental needs of the children and eventually improve their
quality of life. Baumrind’s typology of parenting styles was used. There are
many studies that examined the relationship of parenting styles (authoritative,
authoritarian and permissive parenting styles) and academic performance, but
there is lack of measurement of the relationship with respect to Pakistan.
Current study analyzed the relationship of parenting styles and academic
performance along with self efficacy as mediating variable. Sample of the
study consists of 313 university students from four academic departments.
Measures included the parenting styles and self-efficacy. GPA was taken as a
measure of academic performance of adolescents. Self-reported questionnaire
was used to take the response from students. With the help of structural
equation modeling, structural model was tested. Results of the study indicate
that parenting styles individually have no significant relationship with the
academic performance. In addition to this, self-efficacy only mediates the
relationship of authoritative parenting style and academic performance. It can
be concluded that self-efficacy in individuals is an important attribute
necessary for the psychological development of the adolescents. Self-efficacy
enhances the individual’s confidence to progress. There is a need to conduct
more research on the relationship of parenting styles and academic
performance in Pakistan. Implications for parents, teachers, are discussed.
Kinanti Prabandari and Lilik Noor Yuliati (2016). The Influence of
Social Media Use and Parenting Style on Teenagers’ Academic Motivation and
Academic Achievement”. Journal of Child Development Studies. 2016, Vol.
01, No. 01, 40-. This study aimed to analyze the effects of social media use and
parenting styles on teenagers’ academic motivation and academic achievement.
The population was grade 11 students of four schools; two schools in Bogor
Regency (representative of rural area) and Bogor City (representative of urban
 54

area). Samples were 120 students taken by using proportional random

sampling. The results showed that the social media use in urban area was
higher than that in rural area. Most parents in both regions implemented
authoritative parenting style. Intrinsic academic motivation was influenced by
authoritative and permissive parenting styles, and duration of social media use.
Extrinsic academic motivation was influenced by authoritarian and
authoritative parenting styles, and duration of social media use. Teenagers in
urban area had better academic achievement than those in rural area, as well as
teenage girls compared to teenage boys. Meanwhile, authoritarian parenting
style was proved to lower teenagers’ academic achievement.
Mojgan Seifi (2016) studied on “The effects of parenting styles on
students' self-efficacy”. The aim of this study was to investigate the effects of
parenting styles on students' self-efficacy Dushanbe, Tajikistan. Correlation
research methods were used for this purpose. The study sample consisted of all
students is secondary. In the academic year 2012-2011 were enrolled in the city
Monday. The sample consisted of 300 high school students. The multi-stage
random sampling method was selected from the study population. In this study,
to collect data from two questionnaires Baumrind parenting styles and Sherz
Self-efficacy questionnaire was used. Data analysis was performed using SPSS
software by this study. To investigate this hypothesis test one way ANOVA
and Tukey test were used. The results showed that parenting style affects the
efficacy students. So that authoritative parenting approach toward authoritarian
parenting landscape and increase the efficacy students.
Zahra Zahed Zahedani et al., (2016) studied on “The Influence of
Parenting Style on Academic Achievement and Career Path. Several factors
affect the academic performance of college students and parenting style is one
significant factor. The current study has been done with the purpose of
investigating the relationship between parenting styles, academic achievement
and career path of students at Shiraz University of Medical Sciences. This is a
correlation study carried out at Shiraz University of Medical Sciences. Among
1600 students, 310 students were selected randomly as the sample. Baumrind’s
 55

Parenting Style and Moqimi’s Career Path questionnaires were used and the
obtained scores were correlated with the students' transcripts. To study the
relation between variables Pearson correlation coefficient was used. There was
a significant relationship between authoritarian parenting style and educational
success (p=0.03). Also findings showed a significant relationship between firm
parenting style and Career Path of the students, authoritarian parenting style
and Career Path of the students, educational success and Career Path of the
students (p=0.001). Parents have an important role in identifying children’s
talent and guiding them. Mutual understanding and close relationship between
parents and children are recommended. Therefore, it is recommended that the
methods of correct interaction of parents and children be more valued and
parents familiarize their children with roles of businesses in society and the
need for employment in legitimate businesses and this important affair should
be more emphasized through mass media and family training classes.
Jaafar Khodamoradi, Ramezan Jahanian2 (2015) studied on “The
Role of Parenting Styles of Family in Self-Education and Social Discipline of
Students The purpose of this study was to identify the role of parents in
parenting styles, self-education and students social discipline that performed by
descriptive correlational method. The study population included 3,000 male
students in secondary schools in the second period in area of one in Karaj that
through Morgan table, a sample size of 400 were determined randomly.
Measurement tool consisted of parenting style questionnaire of Baumrind
(1967), the questionnaire of Bandura (2000) and a questionnaire that was
designed by the authors of the current research on social discipline. The results
showed that parenting styles involved in academic selfefficacy of education
and social discipline of students. So that there were correlation from strong to
weak among parenting styles, authoritarian style (r=0.832) in one direction,
permissive style (r=0.52) in one direction and despot style (r=0.3) in the
opposite direction with the self-study of students. It means that authoritative
parenting style had the most impressive role to improve the efficacy of
education and among parenting styles, authoritarian style (r=0.863) in one
 56

direction, despot style (r=0.293) in one direction and the permissive style
(0.573) in opposite direction involved in the students social discipline and in
each main theory correlation between solidarity style with self-education and
social discipline was very poor. Overall, this study showed that there was a
positive correlation between parenting styles and self-education and social
discipline of third year of high school.
Ooi Shok Hong, Choi Sang Long and Rabeatul Husna Abdull
Rahman (2015) studied on “An Analysis on the Relationship between
Parenting Styles and Self Esteem of Students of a University in Malaysia: A
Case Study. This research examines about the relationship between parenting
style and self-esteem among students in a faculty at a Public University in
Malaysia. The study involved 120 students and was analysed by using the
descriptive and inferential statistics. Parenting styles was measured by
"Parental Authority Questionnaire" (PAQ) instrument while the self-esteem
was measured by "Rosenberg Self-Esteem Inventory" (RSES). The data were
analyzed by using the "Statistical Package for Social Science" version 18.0. All
of the data were analyzed using Pearson correlation and descriptive statistics.
As a conclusion, the results show that permissive parenting style is the
dominant parenting style used by the parents of university students. In addition,
most of the university students have high level of self-esteem. Besides this, it is
also found that there is a significant relationship between parenting style and
self-esteem among university students. The study is also found that there is a
positive relationship between authoritative and permissive parenting style with
self-esteem. Meanwhile, the study found that the authoritarian parenting style
has a negative relationship with students' self-esteem.
Seyed Abolghasem Mehrinejad et al.,(2015) reviewed on “The
Relationship between Parenting Styles and Creativity and the Predictability of
Creativity by Parenting Styles”. The Objective of the study was to investigate
the relation ship between creativity and parenting styles. This research
was a descriptive and correlational study. The population comprised
male and female junior high school students of first, second and third
 57

grades in educational zones 2, 3 and 5 of Tehran, Iran The sample

consisted of 400 students randomly selected. All subjects completed
Abedi Creativity Questionnaire and Baumrind Parenting Styles Inventory
(PSI). The results indicated a significant positive relationship between
authoritative parenting style and creativity, while there was a significant
negative relationship between authoritarian parenting style and creativity.
No significant relationship was found between permissive style of parenting
and creativity. Authoritative parenting style can help increase the creativity of
children.
Jerylene Priyadharshini. And J., Relton.A. (2014) studied on “Self-
Esteem and Academic Performance of freshmen at Karunya University”. Self-
esteem is an important academic construct in the process of education. It is how
people feel about themselves and how much they like themselves, especially
socially and academically when it comes to college students. Through the many
pressures and daunting responsibilities of being a student, one learns and
understands the importance of having a high self-esteem in college. Research
has established that there is close relationship between self- esteem and
academic achievements of freshmen students. A cross sectional/Descriptive
study was carried out to examine the relationship between self –esteem and
student's academic performance among the first year undergraduates in
Karunya University, Coimbatore. The primary materials used were the
Rosenberg self-esteem scale. Data were collected from 50 students of both
boys and girls. The results demonstrated that students with positive self-esteem
have high academic performance. Hence, it is inferred from the result of this
study that there is a significantly high relationship between self-esteem and
academic achievements of students.
Obi Ifeoma E., Okeke Therese U. (2014) studied on “Influence of
Parenting Styles on In-School Adolescents Achievement Goal Orientation and
Academic Achievement”. The aim of the study was to examine the influence of
parenting styles on academic achievement and the extent to which the variable
of goal orientation mediate the influence of parenting styles on academic
 58

achievement of in-school adolescents. Three research questions and three

hypotheses guided the study. Eight hundred and thirteen in-school adolescents
and their parents constituted the sample. Two sets of questionnaires were used
to collect data for the study while hierarchical multiple regression analysis was
used to analyze the data. The researchers found that authoritarian and
authoritative parenting styles made significant contribution to students’
academic achievement. While performance approach made significant positive
contribution, performance avoidance had negative contribution to academic
achievement. It was also found that achievement goal orientation partially
mediated the influence of parenting style on academic achievement. The
implications for practice were put forward.
Marietes P. Bacus (2014) studied on “Parenting Styles, Self-Concept
and Attitude of Students: A Causal Model on Academic Performance The
primary aim of this study was to develop a causal model of academic
performance. The causal relationships among parenting style, self-concept,
attitude of students, and academic performance were examined in the public
high schools in the key cities of the five provinces of Region X Northern
Mindanao, Philippines. The respondents were 500 Grade 7 students enrolled in
the school year 2003-2014 under the K to 12 Basic Education Curriculum. The
perceived parenting style, self-concept and attitude toward school of students
were assessed using PAQ, PHCSCS2, and SAAS-R questionnaires
respectively. Path analysis using AMOS generated the best fit model for
academic performance of Grade 7 students in Northern Mindanao (Region 10).
The most parsimonious model, Model 4, revealed attitude of students and
authoritative parenting style as strongly associated with academic performance;
self-concept and permissive parenting style also showed to have a significant
effect on achievement of seventh graders in Northern Mindanao.
Abel Olufemi Ogunmakin & Moyosola Jude Akomolafe (2013)
reviewed on “Academic Self-Efficacy, Locus of Control and Academic
Performance of Secondary School Students in Ondo State, Nigeria”. In Nigeria,
emphasis has been placed on secondary school students’ academic performance
 59

because of its direct positive impact on national development. Young students

in secondary schools today are expected to be leaders of tomorrow and their
academic performance is sine qua non for gaining admission into higher
institutions and the quality of manpower the nation can boast of in the future.
Unfortunately and generally, secondary school students’ academic performance
in Nigeria is a serious matter for concern. Many researchers in recent time are
interested in the factors affecting academic performance with a view to finding
permanent solutions to the problems of poor academic performance of
secondary school students. It is on this premise that the current study was
conducted to examine the influence of some psychological factors on students’
academic performance. Descriptive research design of correctional type was
used for the study. The sample consisted of three hundred and sixty four
students randomly selected from ten secondary schools. Two standardized
instruments were used to collect data from the sample while students’ scores in
their previous promotion examination were used to measure their academic
performance. Through multiple regression analysis, the researchers found that
academic self-efficacy and locus of control jointly predicted academic
performance. Further analysis revealed that academic self-efficacy significantly
predicted academic performance while locus of control was not a good
predictor. It is recommended that teachers, school management, school
administrators and counselling psychologists should use appropriate
psychological interventions to enhance academic self-efficacy of secondary
school students.
Daniel Kofi Ofosu-Asiamah (2013). Examining The Effects Of
Parenting Styles On Academic Performances Of Senior High School Students
In The Ejisu-Juaben Municipality, Ashanti Region”. Parents adopt certain
styles of parenting based on the dimensions of disciplinary strategies, warmth
and nurturance, communication styles and expectations of maturity and control.
All these styles have an impact on development of children. This study sought
to examine the effects of these parenting styles on the academic performance of
students. The design was a cross-sectional survey conducted among students in
 60

two Senior High Schools in the Ejisu-Juaben Municipality of the Ashanti

Region. Using multi-stage simple random technique, 322 students were
sampled for the study and questionnaires were administered to them. Pearson
Chi-square and Compared Means tests were used in this study. The results
showed a significant relationship between parenting styles and academic
performances of students, χ2 (n = 322) = 54.972, df = 6, p = 0.000 (P<0.05).
Compared means tests, also, revealed significant differences in academic
performances of students as a result of parenting styles and again found
authoritative parenting style to be related to high academic performances
among students. However, eta or the magnitude of the effect of parenting styles
accounting for variations in academic performances of students was weak or
small, though positive (0.39, >.20<.40). Despite methodological limitations, the
findings of the study provided support to the assertion that parenting styles
related to academic performances of students. It was, therefore, proposed that
adopting authoritative parenting style in single-parenting and intact parenting
homes, and consistently enforcing the dimensions of parenting would lead to
positive developmental outcomes and high academic performance among
students. Study recommended policies to be enacted to create awareness among
parents of the impact of their style of parenting and dimensions on their
children’s academic performance.
Kajal Das Sayed Nurus Salam Samirranjan Adhikari (2013) studied
on “Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme as a Facilitator to
Academic Motivation of the Female Learners. The main objective of the study
was to compare the motivational aspects between the girl-students of Kasturba
Gandhi Balika Vidyalaya and their general counterpart. By applying the
Motivation Strategies for Learning Questionnaire (MSLQ), this study explored
differences in self-efficacy, intrinsic value and test anxiety between the two
groups of students through descriptive survey method within ex-post-facto
research design. No statistically significant difference in intrinsic value was
observed. But in case of self efficacy the general students had significantly
higher mean of the scores, whereas in test anxiety the KGBV group had
 61

significantly lower mean of the scores. KGBV scheme seemed to be effective

in making the deprived group to rise up to the level of general group.
Mensah, Monica Konnie, Kuranchie, and Alfred (2013) reviewed on
“Influence of Parenting Styles on the Social Development of Children.
Academic” The purpose of the study was to ascertain the dominant parenting
styles of parents in the study area and their influence on children’s social
development. The study utilised a sample of 480 basic school pupils who were
in their adolescent stage and 16 teachers. The survey study employed a
structured interview schedule and a questionnaire for the data collection. The
study instruments were pre-tested to establish their validity and reliability. The
results of the study revealed that the majority of the parents were perceived to
adopt authoritative parenting styles in the upbringing of their children. It was
also revealed that parenting style has influence on students’ social
development. It is inferred that authoritative parenting based on reasoning,
understanding, consensus and trust resulted in pro-social behaviour while
authoritarian parenting based on strict rules, force, threat, verbal and physical
punishments resulted in anti-social behaviour. It is, therefore, recommended
that parents should endeavour to adopt authoritative parenting style to enable
their children and wards to develop pro-social behaviour. The significance of
the study is that the results would help parents, guardians, teachers and school
authorities to understand and appreciate the relationship between parenting
style and children’s social development. Parents, in particular, would be
fascinated by the findings of the study to employ authoritative parenting style
to aid their children to be socially competent, a virtue required for personal life
and work ethos.
Rudina Shkullaku (2013) reviewed on “The Relationship between Self
– efficacy and Academic Performance in the Context of Gender among
Albanian Students”. This study explored gender differences in self-efficacy
and academic performance among Albanian students from two major
universities in Tirana, Albania. The data was collected from 180 students (102
females and 78 males) selected from first, second and third level studies. Both
 62

universities and participants were selected randomly. A questionnaire was used

to measure self-efficacy and the grade point average GPA of the first semester
to measure the academic performance of the participants. The data was
analyzed using descriptive and inferential statistics. The Pearson correlation
coefficient was used to see the relationship between self-efficacy and academic
performance. T-test was used to compare male and female participants in self-
efficacy and academic performance. The results of the study showed that there
was a significant difference between males and females in self-efficacy. There
was no difference between males and females in academic performance. Also,
a significant relationship was found between the students’ self-efficacy and
academic performance. From the findings, it was recommended that different
authorities as lecturer or counseling services at the universities have to improve
students’ self - efficacy and to support them to face academic requirements
with high level of self-esteem.
Colquhoun, L.K. and Bourne, P.A. (2012) studied on “Self-Esteem
and Academic Performance of 4th Graders in two Elementary Schools in
Kingston and St. Andrew, Jamaica”. In 2005, 62% of pupils who sat the 4th
grade literacy and numeracy examination attained mastery, which increased to
67% in 2009 from 50% in 2001. No study has examined the role of self-esteem
on the academic performance of Jamaican 4th graders. The main objectives
were, 1) evaluate the influence of selfesteem on academic performance, 2)
determine factors that account for changes in self-esteem, and 3) examine
factors of academic performance. The sample for this research was one
hundred and twenty (120) respondents. Multiple repression techniques were
conducted to identify variables explaining performance, with self-esteem being
among the variables. A p-value #0.10 was used to indicate statistical
significance. There is a positive correlation between self-esteem and academic
performance (rs = 0.611, P<0.0001). Four variables emerged as statistical
significant factors of self-esteem-academic performance, age of respondents,
gender and parental behaviour, which explain 64.4% of the variability in self-
esteem. Boys had a lower self-esteem (b = -3.911) than their female
 63

counterparts. Self-esteem is the most influential factor that account for

academic performance. Of the nine variables used, four emerged as explaining
academic performance, which explained 73.6% of the variability in academic
performance. The emerging findings and knowledge gleaned from this work
present a critical guide and a framework for policy practitioners to implement
measure that can effectively address low performance among 4th graders.
Okoko & Odingo (2012) conducted study on self esteem and academic
performance of students in public secondary schools in Nidhiwa district,
Kenya. The findings of the study have revealed that (1) Students who perform
well in academic tasks as well as co curricular activities have high self esteem
(2) Age has an effect on self esteem and academic performance (3) Gender has
an effect on self esteem and academic performance (4) Teachers have an effect
on students self esteem and academic performance.
Ruba Hasan Kalouti-Mekky (2012) studied on “The relationship
between Self-Esteem and Academic Achievement of Grade Six Pupils in
Private Schools in Jerusalem District”. This study aimed to explore the
relationship between self-esteem and pupils' academic achievement. The
researcher put forward the following main question to investigate the research:
what is the relationship between self-esteem and pupils' achievement? To
answer this question, the researcher proposed three sub-questions so as to
examine of the level of existed self-esteem within pupils and the factors
affecting it directly and indirectly, to scrutinize the strategies applied by
teachers to enhance pupils' self-esteem, and to finally combine the results of
investigation in order to answer the main question of the study. The study
population was pupils of grade six in three private schools in Jerusalem (N= 83
/ 50 males and 33 females) and all their teachers (N=6/ 2 male and 4 females).
The sample of the study was purposeful, 18 pupils (11 males and 7 females);
six high self-esteem and low self-esteem were selected according to the results
of the attitude scale, and six teachers from the population of the mentioned
school were chosen since they offered to participate in the study. The
instruments for collecting data were an attitude questionnaire (self-esteem
 64

scale) to measure pupils' self-esteem, in addition to interviews and classroom

observations. The results of this study indicated positive relationship between
self-esteem and academic engagement and social interaction, while they
revealed weak correlation between self esteem and academic achievement.
Further studies were recommended on the gender issue related to self-esteem,
in addition to a comparative study of self-esteem between local and private
schools in Jerusalem.
Yanti Rosli, Hidayatulfathi Othman, Ismarulyusda Ishak, Syarif
Husin Lubis, Nur Zakiah Mohd. Saat and Baharudin Omar (2012)
reviewed on “Self-esteem and academic performance relationship amongst the
second year undergraduate students of Universiti Kebangsaan Malaysia, Kuala
Lumpur Campus”. A cross sectional study was carried out to examine the
relationship between self –esteem and students’ academic performance among
the second year undergraduates of Faculty of Health Sciences and Faculty of
Medicine, UKM session 2010/2011. Undergraduates (n= 220, 110 males) were
selected via systemic random sampling, responded on survey domains
regarding their self-esteem, body area satisfaction, stress and demographic data
using 3 scales – Rosernberg Self-Esteem Scale (RSES), Perceived Stress Scale
(PSS) and Body Area Satisfaction Scale (BASS). The study has found that the
mean score for self-esteem scales was 17.44±3.44 with score ranged from 0 to
30 (RSES); the mean of CGPA was 3.022±0.41. The correlation between self
esteem and academic performance were analyzed using Pearson’s correlation
and linear regression, results showed that students with higher self-esteem
perform better in their academic (p< 0.0005, r=0.32); self esteem score and
body area satisfaction was significant (p< 0.05, r=0.016) and self esteem and
stress is inversely significant (p< 0.05, r=-0.198). In conclusion, self-esteem is
one of the key factors in affecting an individual’s academic performance, more
significant than other contributing factors including stress and body image.
Christine Brown-Richards (2011) studied on “Authoritative Parenting
and the Relationship to Academic Achievement: Views of Urban African
American Adolescents”. Authoritative parenting and the relationship to
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academic achievement was the prime focus of this study. The research
questions of this study addressed what parenting behaviors do urban middle
and high school students identify as influential on their current academic
performance and did the identified parenting behaviors of students fit the
literature’s notion of Baumrind’s authoritative parenting. This qualitative study
interviewed a purposeful sample of urban African American adolescents in
grades 7-10 from a midsize urban city in upstate New York, recruited in the
after school setting. In addition, parents completed a survey regarding their
parenting behaviors in relationship to their child’s academic achievement.
There were four main themes in this study: “Use specific language with your
child”: verbal motivation, I have a routine and I have rules, Parent
Involvement: I want your help, and Give Me Discipline, Rewards and
Consequences. This study found that the voice of African American
adolescents provided clear and concise insight and great voice to the parenting
behaviors from their perspective. This study also found that the parent
behaviors fit within the authoritative parenting framework of D. Baumrind with
adjustments and modifications in their expression to fit the culture it is
servicing. Future research would benefit from an expansion to include
additional grade levels and qualitative parent interviews to expand the research
base for African American parenting.
Francisco Peixoto (2011) studied on “Is it beneficial to stress grades to
my child?” – Relationships between parental attitudes towards academic
achievement, motivation, academic self-concept and academic achievement in
adolescents”. In this study we analyse the relations of parental attitudes towards
academic achievement (process-centred vs. performance-centred) with self-
representations, motivational orientations and academic achievement.
Participants were 498 students attending 7th and 9th grades. To collect data we
used a self-concept scale (Peixoto & Almeida, 1999), a scale of motivational
orientations (Skaalvik, 1997), and a scale to assess parental attitudes towards
academic performance (Antunes & Fontaine, 2003). Correlation analysis
showed positive associations between processes centred attitudes and academic
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self-concept, self-esteem, task orientation, and academic achievement.

Performance centred attitudes were negatively correlated with academic self-
concept, self-esteem and academic achievement, and positively related to
selfenhancing ego orientation, self-defeating ego orientation and avoidance
orientation. Structural equation modelling revealed different paths, in the
relationship between parental attitudes and academic achievement, for process
centred attitudes and for performance centred attitudes. Results in this study
support the idea that the perception of parental attitudes centred in the process
are related to positive outcomes while parental attitudes centred on
performance are related to less positive outcomes. Finally, data in this study
converges with the existing literature that highlights the mediating role of
individual characteristics such as self-concept and motivational orientations in
the relationship between parental attitudes and academic achievement.
Leili Markazia, Rahim Badrigargari b , Shahram vahedic (2011)
studied on “The role of parenting self-efficacy and parenting styles on self
regulation learning in adolescent girls of Tabriz. ProcediaThe purpose of This
study was to examine the relationship between parenting Self-efficacy and
parenting style's and self regulation learning in adolescent girls of Tabriz. The
research method of this study is based on discriptive-correlation type. For this
purpose, 400 girls students selected, by using multi-stage cluster sampling from
Tabriz high school students (NO: 40000). To collect information, parenting
self-efficacy and parenting style's questionnaires and self-regulation learning
scale were used. Data by using descriptive and inferential statistics methods
(stepwise multiple regression analysis and one away analyzes of variance)
using SPSS software were analyzed. Results showed that parenting self-
efficacy and adolescent girls self-regulation (motivational beliefs, self-
regulation learning strategies) are related (P <0.01). Other findings showed that
between adolescent girls self-regulation (motivational beliefs, strategies
Learning self-regulation) in terms of parenting style's are different (P <0.01).
Finally regression analysis showed choice and control opportunities in
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parenting style's and parenting self-efficacy are an important predictors for

adolescent girls self-regulation (P <0.01).
Kolajo Akinbiyi Afolabi (2010) studied on “Relationship Of Self-
Efficacy Beliefs Of Urban Public School Students To Performance On A High-
Stakes Mathematics Test”. The purpose of this study was to examine the
relationship of self-efficacy for Enlisting Social Resources, Self-Regulatory
Efficacy, self-efficacy for Self-Regulated Learning, and self-efficacy for
Academic Achievement (Bandura’s Children’s Self-Efficacy Scale, 2006) of
urban public school students to performance on the high stakes Massachusetts
Comprehensive Assessment System (MCAS) math test. A survey questionnaire
was administered to eighty three participants and the data, analyzed using
linear regression, conformed to the assumptions of Independence, Linearity,
Normality, and Homoscedasticity. Self-Regulatory Efficacy, Academic
Achievement, and Socioeconomic Status were statistically significant bivariate
predictors of performance on MCAS math test. Self-Regulatory Efficacy was
the only consistent statistically significant predictor of MCAS math
performance. Gender interaction with Self- Regulatory Efficacy was
statistically significant in isolation but was not when other variables were
accounted for.
SandyMoua (2010) studied on “Parenting Styles of Hmong Parents and
its Effects and Contributions to Hmong Student's Academic Achievement”.
The 2000 United States Census counted 170, 049 people who identified
themselves as Hmong. While the struggles of the Hmong people are very
different in Laos and Thailand; the United States refugees and immigrants
continue to face a different array of difficulties and hardships. In spite of their
difficulties acculturating into the culture and adapting to the United States,
Hmong-American parents soon identify and stress the value of an education to
their children. This research reviewed parenting styles of Hmong-American
parents and how the parenting styles contributed to Hmong-American
children's academic achievement and success. Parenting styles have been
correlated with children's academic achievement and success. Limited research
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has identified that Hmong-American parents are viewed as more authoritarian

in regard to their children's education than European-American parents. Even
though Hmong-American parents are viewed as more authoritarian, their
children still do very well in school when compared to Caucasian students
whose parents are typically identified as authoritative; the parenting style
research suggest correlates to better academic achievement in children. This
research also identified that Diana Baumrind's parenting styles may not
necessarily reflect those of other ethnic cultures.
Erlanger A. Turner et al (2009) studied on “The Influence of
Parenting Styles, Achievement Motivation, and Self-Efficacy on Academic
Performance in College Students”. Parenting styles have consistently been
shown to relate to various outcomes such as youth psychopathology, behavior
problems, and academic performance. Building on the research in the parenting
style literature, along with examining components of self-determination theory,
the present study examined the relations among authoritative parenting style,
academic performance, self-efficacy, and achievement motivation using a
sample of college students (N = 264). Results indicated that authoritative
parenting continues to influence the academic performance of college students,
and both intrinsic motivation and self-efficacy predicted academic
performance. Additionally, the study tested the interaction between self-
efficacy and authoritative parenting, but the interaction was not significant.
Implications for future research and applications are discussed.
Saida El Rafei (2008) reviewed on “The Relationship between Self-
Esteem and Gender, Grade Level and Academic Achievement, in Secondary
Schools’ Classes in Lebanon”. It particularly aimed at investigating the
relationship between self-esteem and gender, grade level, and academic
achievement among a sample of Lebanese Secondary school students: grades
10, 11 and 12. Six schools were randomly sampled and one section of each
grade was randomly chosen. Participants were 479 students of whom 235 were
males and 244 were females. The students responded to Culture-Free Self-
Esteem inventory questionnaire (CFSEI-3). SPSS was used for analyzing data,
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using ANOVA design. The results revealed no significant gender difference in

the Global, General, Academic, Parental and Social self esteem subscales.
Whereas the results showed a significant difference between males and females
in the Personal self-esteem subscales. The results also revealed a significant
difference between grade levels in the Global, General, Academic, and Social
self-esteem subscale while no significant difference was recorded in the
Personal and Parental self-esteem subscales among those grade levels. No
significant interaction between gender and grade level in the Global, General,
Academic, and Social self-esteem subscales. However, a significant interaction
was noticed in the Personal self-esteem subscale. There was a significantly low
correlation between self-esteem and academic achievement in the Global,
General, Academic, and Parental self-esteem subscales, but no significant
correlation was revealed between Social and Personal self-esteem subscales
and academic achievement in the whole sample and in grades 10 and 11. In the
case of grade 12 a significant correlation was recorded between the Global,
General, Academic self-esteem and academic achievement. No significant
difference was recorded between the Parental, Social and Personal self-esteem
subscales and academic achievement of grade 12 students. Finally, z scores
revealed no significant correlation differences across grade levels. Some
findings with regards to the relationship between gender, grade level and
interaction were noted concerning the six individual schools represented in the
sample. Results were compared and discussed.
Sarah E. Pisacano (2006) studied on “The relationship between
parenting style and academic success among college students”. The purpose of
this study was to examine the relationship between parenting style and
academic success as measured by grade point average in college students. Data
was obtained by administering a demographic survey and the Parental
Authority Questionnaire (PAQ) by John Buri to forty-one undergraduate
participants at Rowan University. The PAQ was used to score levels of
permissive, authoritarian and authoritative parenting. A correlational analysis
was utilized and the results from which supported previous research of the
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benefits of authoritative parenting. High scores on authoritative parenting had a

significant positive relationship with grade point averages. Separate
correlations used to determine if results were gender specific revealed the same
pattern with girls; however boys' grade point averages were positively
correlated with permissive parenting rather than authoritative.

2.4. Conclusion:
The perusal of studies on the relationship of academic motivation and
achievement at school level, and its related variables reviewed in this chapter,
reveals that most of the researchers to data here covered on academic
motivation and academic achievement of secondary school level students and
its variables. Academic motivation has received very little attention empirical
studies are still a variety. It is clear from the review of literature that several
areas remain explored by the investigator in the field of education.