Author: Ephraim Dennis
Supervisor: Ms. Omama Tariq
University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan
The present research was conducted to investigate the relationship between teacher acceptance-rejection and parental involvement in education and academic performance of school children. It was hypothesized that there is likely to be a relationship between perceived teacher acceptance-rejection and academic performance of school children. Another hypothesis was that parental involvement is likely to be related to academic performance of school children. It was also hypothesized that both perceived teacher acceptance-rejection and parental involvement are significant predictors of children’s academic performance. Correlational research design was used to investigate the relationships between variables. A sample of 136 school children, (male = 54, female = 82) age range 10-13years was taken to test the hypotheses. Teacher Acceptance-Rejection Control Questionnaire and Parent-Teacher Involvement Questionnaire were used to collect the information. The results revealed that there was no significant relationship between perceived teacher acceptance-rejection and academic performance of school children and that perceived teacher acceptance-rejection did not predict the academic performance. Parental involvement and academic performance were found to be significantly related and hierarchical regression showed that parental involvement significantly predicted academic performance.
Keywords: Acceptance-Rejection Parental Involvement, Academic Performance.
Visit University to get the full thesis.
Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: email@example.com, Phone: 92-42-9231245