a study of parent child relationship and achievement ... · significant difference in achievement...
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A Study of Parent Child Relationship and Achievement Motivation of Students at
Secondary Level
Airo International Research Journal November, 2015 Volume VI ISSN: 2320-3714
A Study of Parent Child Relationship and Achievement Motivation
of Students at Secondary Level Vikram Pal Singh
(Assistant Professor)
Smt. Indira Devi College of Education
Sangipur, Radaur, Yamuna Nagar – 135133
ABSTRACT
In the present study, the investigator attempt to study the relation between parent child
relationship and achievement motivation of students at secondary level. A sample consists of 160
students of secondary level was elected by using random sampling techniques. The investigator
has used standardized tools named ‘Achievement Motive Test (ACMT) by Dr. V. P. Bhargava’ to
check the achievement motivation level of students and ‘Parent Child Relationship Scale by Dr.
Nalini Rao’ to check the level of relationship between parent & child. The data were analyzed by
using mean, t-test and product moment coefficient of correlation. The findings of the study reveal
that Gender doesn’t affect the achievement motivation significantly but it influence the parent
child relationship whereas Locality affects the achievement motivation positively and
significantly but it doesn’t influence the parent child relationship.
Key Words: Parent Child Relationship, Achievement Motivation and Secondary Level.
Introduction
Parents play an important role in the educational motivation of their children. They
provide necessary facilities and educational environment which result in better performance in
school. Parents approval and appreciate activities related to education and remove any difficulty
felt by their wards. This type of behavior of parents is known as child-parent relationship. In
other words parent relationship support refers to the guidance communication and interest shown
by the parents to promote their ward’s progress in given frequent verbal support and praise,
regular feedback for school work and talk and talk directly about school work activities. Parents
also enhance academic achievement at their children by teach them problem solving and
negotiation skills. Parental support plays an important part of adolescent’s educational aspiration.
Parental also seems to be related to predisposition towards post secondary education. Parental
support for their children is positively correlated with children’s grades. Parental bonding can be
different relationships formed over the course of life span, the relationship between parent and
child development has devoted considerable attention to the parent child relationship, in order to
understand how it develop and functions over the life span. Positive parent child relationship
provides the foundation for parents can promote children’s interests and actual choices through
the experiences, the provided in the home and their specific parenting styles. Parental motivation
is of great significance in developing psychological as well as academic behavior of the child.
Majority of the parents care about their children school accomplishment but their understanding
of the system and their ability to make it and advantage out of their children differs usually by
social class but also with in classes, parents provide day to day examples of cultural standards
attitudes, supports and expectations and role model for achievement in many ways, the ambitions
at parents for their children the family structure communicator and feeling of the parents towards
work and learning. Achievement motivation: There is an important and separate place of
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A Study of Parent Child Relationship and Achievement Motivation of Students at
Secondary Level
motivation in training process because motivation in education effects the reflection to their
behaviors what they have learned or not. The motivation of student represents the active
participation of the students in learning process. The curiosity and interest of the students
manifest itself with connection to the subject learned, focus on the process of learning lesson and
joy the learning. The student have not motivated enough does not attend the class regularly, does
not listen to the lesson carefully, does not want to do homework and is irrelevant to the issues.
The definition of motive and motivation were made by many researchers. The common side of
these definitions is motivations being ‘the driving force activating behavior’. ‘Motive is the
power gives strength and direction to the behavior’. This power causes to act for a purpose by
affecting organism. Motive is the driving force activating the organism, giving energy, causing a
sensory uplift and directing behavior to achieve some specific purpose in certain situations.
Motivation is a desire to succeed a goal which is meaningful to individual. Motivation tries to
explain reason why people decided to do something, willingness, and how long they are willing.
Significance of the Study
Parents are the first contact that the adolescent has since childhood. Parental
encouragement is one of the aspects of the parent, treatment, pattern in encouragement the
pattern helps the child, guide him and care him. So that he may not feel disheartened at a
particular point of difficulty parents can promote children’s interests and actual choices through
the experiences that provide in home their specific parenting styles. Parental motivation is of
great significance in developing psychological as well as academic behavior of the child. One
parent is nagging and critical where as mother with reassurance and suggestions. Each home has
its own individually, neither totally good nor bad, which leaves its unique effect as the child.
Majority of the parent care about their children school accomplishment but their understanding
of the system and their ability to make it and went out for their children differs usually by social
class but also with in class parents provide day to day examples of cultural standard attitudes,
support and expectations and role model for achievements in many ways .The ambitions of
parents for their children the family structures the way the handle conflict and communicator and
feeling of parents towards work and learning. In this way families have stronger work values and
parents who engage in greater planned interactions with then about study. In this way we can say
that parental motivation may influence determining achievement of students. After independence
India is facing numerous problems out of which education is the first and foremost. Our aims and
desires of educational system have not been achieved till today. Because in the field of education
problems. Intricacies and complexities lie everywhere. One the basic problem that educators and
educational psychologists face in teaching learning process is different in achievement of
learners. Achievement motivation is one of the main concerns of today’s education process.
Therefore, the present study assumes a greater significance as it aims to study achievement
motivation of secondary school students.
Reviews
Tiwari, Govind (1983) parent child relation in cross cultural perspective investigated the
pattern of parent child relations with 59 Indian, tribal and 50 non tribal 10-12 years old in terms
of mother and father aggression of father’s mother’s affection competence, identification,
indulgence and strictness towards the child. A parent questionnaire was administrated to all.
Airo International Research Journal November, 2015 Volume VI ISSN: 2320-3714
Results indicate the mothers of friable 55 were made aggressive to their children as well as to
their non tribal counterparts; tribal father were more affectionate than non tribal fathers.
Bhatnagar & Sharma (1992) carried out & investigation to study the relationship
between child parent relationship and achieve motivation of students. The sample consisted of
185, ninth, tenth, and eleventh class students in semi-rural setting in Rajasthan, Result indicated
that the children whose parents attended school perform at a significantly higher level than other
parent evaluation appeared to be achievement motivation of students.
Pande, S. K. (1992) studied the effect of the parent child relationship perception upon
the academic achievement of delta-class-pupils. Objectives of the study were to analysis the
perception of parent child relationship, to identify the degree of parent child relationship upon
the achievement of delta class pupils. And he finds that in urban set up both the parents were
perceived equally acceptable and helpful the child father’s share of help was perceived as
acceptable as slightly more than mother’s parent of opposite six was perceived as preferred
parent, girls did not appreciate life controlling measures at their mothers, boys did not like
infantile care behavior from their father’s though they did not disapprove father’s controlling
measures.
Sumita & Mayuri (1999) worked on the effect of familiar factor on academic
achievement of school children. They found parental factor namely father’s occupation &
parental contribution have significant effect on academic achievement of children.
Sorr, R. L. (2001) in his study found that the classroom environment plays an important
role in the motivation and achievement of learner.
Kumar (2003) studied the relationship between intelligence classroom environment and
academic achievement of high school students, he founds that there was a significant and
positive correlation of achievement and classroom environment.
Irfan, M. Trama, S. & Sharma, H. K. (2003) studied adjustment, achievement
motivation and frustration among rural-urban muslim students in Punjab. The study reveal that
rural muslim students are more maladjusted low achievers and more frustrated than urban
muslim students in Punjab.
Haseen (2004) investigated achievement motivation of school going students in relation
to some cognitive and non-cognitive variables. Data analysis disclosed that there exhibit no
significant difference in achievement motivation of male and female students.
Ram and Kaushik (2007) compared achievement motivation in home environment and
parent-child relationship of adolescents. In this study, sex difference was also studied in relation
with achievement motivation which was not significant.
Finnegan (2008) argues that schools should help the students to learn the ability
underlying achievement motivation from the formal educational year of the child; competency is
being effective in the workplace and society.
Objectives of the Study
1. To study the level of achievement motivation of students at secondary level.
2. To study the level of parent child relationship of students at secondary level.
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A Study of Parent Child Relationship and Achievement Motivation of Students at
Secondary Level
3. To compare the level of achievement motivation of male and female students at
secondary level.
4. To compare the level of achievement motivation of rural and urban students at secondary
level.
5. To compare the level of parent child relationship of male and female students at
secondary level.
6. To compare the level of parent child relationship between rural and urban students at
secondary level.
7. To study the effect of parent child relationship on the achievement motivation of students
at secondary level.
Hypotheses of the Study
1. There is no significant difference between the level of achievement motivation of the
male and female students at secondary level.
2. There is no significant difference between the level of achievement motivation of rural
and urban students at secondary level.
3. There is no significant difference between the level of parent child relationship of male
and female students at secondary level.
4. There is no significant difference between the level of parent child relationship of rural
and urban students at secondary level.
5. There is no significant relationship between parent child relationship and achievement
motivation of students at secondary level.
Key Terms Used
Certain terms with specific meaning have been frequently used in the present study.
These are as under:
Parent Child Relationship:
The parent-child relationship consists of a combination of behaviors, feelings, and
expectations that are unique to a particular parent and a particular child. The relationship
involves the full extent of a child's development. Parents play an important role in the
educational motivation of their children.
Achievement Motivation:
Achievement motivation implies need achievement (n-Achievement). It can be defined as
the need for success or the attainment of excellence. Achievement motivation is
characterized by desire to attain a high standard of excellence and to accomplish the
difficult task.
Secondary Level:
The students of class 10th
are taken as secondary level.
Airo International Research Journal November, 2015 Volume VI ISSN: 2320-3714
Research Methodology
The research method adopted for the present study was survey method. This method was
selected by the investigator because it concerned with the present and attempts to determine the
study of the performance under investigation. It is an organized attempt to analyses, interoperate
and report the present status of a social institution, group or area.
Population and Sample
The population of the present study constituted all the Rural and Urban students of
Yamuna Nagar district of Haryana. It is not possible for the researcher to conduct the study on
entire population. Therefore he goes for sampling. In the present study, the sample was selected
on random basis and lottery method was followed for selecting the schools and finally 10
government secondary schools of rural and urban areas of Yamuna Nagar district were selected
and only X class students constitute the sample of the present study. So 80 rural and 80 urban
secondary school students, both boys and girls constituted the sample of the present study.
Sample Design
Tools Used
For each and every type of research, the researcher needs certain tools and technique to
gather the required information. In the present study, the investigator used the following tools.
(i) Achievement Motive Test (ACMT) by Dr. V. P. Bhargava.
(ii) Parent Child Relationship Scale by Dr. Nalini Rao.
Statistical Techniques Used
In order to interpret the data and describe meaningfulness of the results, the data were
analyzed with the help of the appropriate statistical techniques. The data collected was subjected
to statistical analysis through descriptive and inferential statistics.
160 Government
School Students
63 Urban Secondary
School Students
97 Rural Secondary
School Students
29 Boys 34 Girls 46 Boys 51 Girls
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A Study of Parent Child Relationship and Achievement Motivation of Students at
Secondary Level
Descriptive statistics in the form of mean, standard deviation were worked out to study the nature
and distribution of scores. Inferential statistics in the form of t-test and product moment
correlation were used to test the hypotheses.
Results and Discussion
Table – 1
Comparison between Male and Female Students in relation to their Achievement
Motivation
Variable Gender N Mean S.D. SED t-value
Achievement
Motivation
Male 69 15.51 4.14
0.678 0.516*
Female 91 15.86 4.45
d.f. = N1 + N2 – 2 = 69 + 91 – 2 = 158
Table value of ‘t’ at 0.05 level of significance = 1.98
*Not Significant at 0.05 level of significance.
The calculated t-value (=0.516) is smaller than the table t-value at 0.05 level of
significance. So the difference in means is not significant. Hence, Ho is accepted. It means there
is no significant difference between male and female students at secondary level in relation to
achievement motivation.
On the basis of these results, researcher may inference that gender doesn’t affect the
achievement motivation significantly.
0
2
4
6
8
10
12
14
16
Mean S.D. t-value
Achievement Motivation Male 15.51 4.14 0.516
Achievement Motivation Female 15.86 4.45
15.51
4.14
0.516
15.86
4.45
Airo International Research Journal November, 2015 Volume VI ISSN: 2320-3714
Table – 2
Comparison between the Rural and Urban Students in relation to their Achievement
Motivation
Variable Sample N Mean S.D. SED t-value
Achievement
Motivation
Rural 97 13.71 2.72
0.637 7.88*
Urban 63 18.73 4.56
d.f. = N1 + N2 – 2 = 97 + 63 – 2 = 158
Table value of ‘t’ at 0.01 level of significance = 2.61
*Significant at 0.01 level of significance.
The calculated t-value (=7.88) is much greater than the table t-value at 0.01 level of
significance. So the difference in means is highly significant. Hence, Ho is rejected. It means
there is significant difference between rural and urban students at secondary level on account of
achievement motivation. The mean score of urban students is higher than the rural students. So,
it may be concluded that the urban students have more achievement motivation as compare to
rural students.
On the basis of these results, researcher may inference that locality affects the
achievement motivation positively and significantly.
0
2
4
6
8
10
12
14
16
18
20
Mean S.D. t-value
Achievement Motivation Rural 13.71 2.72 7.88
Achievement Motivation Urban 18.73 4.56
13.71
2.72
7.88
18.73
4.56
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A Study of Parent Child Relationship and Achievement Motivation of Students at
Secondary Level
Table – 3
Comparison between Male and Female Students in relation to their Parent Child Relationship
Dimensions
of Parent
Child
Relationship
Male Students Female Students
S.Ed. t-value N1 Mean S.D. N2 Mean S.D.
Protecting 69 32.12 6.08 91 28.37 8.93 1.19 3.15**
Symbolic
Punishment 69 31.91 5.72 91 28.79 7.03 1.01 3.09**
Rejecting 69 32.10 5.23 91 31.32 6.01 0.89 0.88
Object
Punishment 69 31.97 5.08 91 32.90 6.38 0.91 1.02
Demanding 69 32.32 5.45 91 32.82 5.89 0.90 0.56
Indifferent 69 31.74 5.57 91 30.44 5.77 0.90 1.44
Symbolic
Reward 69 33.14 5.72 91 30.03 6.96 1.00 3.11**
Loving 69 32.65 5.71 91 30.49 6.61 0.98 2.20*
Object
Reward 69 31.78 5.72 91 30.32 6.74 0.99 1.47
Neglecting 69 30.84 6.59 91 28.81 7.05 1.08 1.88
TOTAL 69 320.58 38.17 91 304.31 46.35 6.69 2.43*
d.f. = N1 + N2 – 2 = 69 + 91 – 2 = 158
Table value of ‘t’ at 0.05 level of significance = 1.98
Table value of ‘t’ at 0.01 level of significance = 2.61
An analysis of Table – 3 shows that the difference in the mean scores of male and female
students is found to be significant on account of protecting, symbolic punishment, symbolic
reward and loving dimensions of parent child relationship scale. Hence, Ho is rejected on these
dimensions. The mean scores of male students are greater than that of female students. So, it may
be interpreted that male students are more protecting & loving and get more symbolic rewards as
well as punishments than female students at secondary level.
Whereas, the difference in the means is found to be not significant on account of
remaining dimensions i.e. rejecting, object punishment, demanding, indifferent, object reward
and neglecting. This means that there is no difference between the level of parent child
relationship for male and female students in relation to rejecting, object punishment, demanding,
indifferent, object reward and neglecting dimensions.
*Significant at 0.05 level of significance.
**Significant at 0.01 level of significance.
Airo International Research Journal November, 2015 Volume VI ISSN: 2320-3714
On account of total scores in all the dimensions of parent child relationship scale, the
difference in the mean scores of male and female students is found to be significant at 0.05 level
of significance. Therefore, Ho has been rejected at the same level. The mean score of male
students (320.58) is greater than that of female students (304.31). Hence, it may be inference that
parent child relationship is better in case of males as compare to females.
On the whole, it may be concluded that gender influence the parent child
relationship.
Table – 4
Comparison between Rural and Urban Students in relation to their Parent Child Relationship
Dimensions
of Parent
Child
Relationship
Rural Students Urban Students
S.Ed. t-value N1 Mean S.D. N2 Mean S.D.
Protecting 97 29.67 7.48 63 30.48 8.83 1.35 0.60
Symbolic
Punishment 97 29.42 6.35 63 31.24 7.03 1.10 1.66
Rejecting 97 30.65 5.86 63 33.21 5.06 0.87 2.94**
Object
Punishment 97 31.94 6.49 63 33.37 4.65 0.87 1.62
Demanding 97 32.16 5.93 63 33.29 5.29 0.88 1.26
Indifferent 97 30.21 5.73 63 32.22 5.50 0.90 2.22*
Symbolic
Reward 97 30.78 6.35 63 32.29 6.96 1.09 1.39
0
100
200
300
400
32.12 31.91 32.1 31.97 32.32 31.74 33.14 32.65 31.78 30.84
320.58
28.37 28.79 31.32 32.9 32.82 30.44 30.03 30.49 30.32 28.81
304.31
Male Students Mean Female Students Mean
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A Study of Parent Child Relationship and Achievement Motivation of Students at
Secondary Level
Loving 97 31.05 6.39 63 32.00 6.19 1.01 0.94
Object
Reward 97 30.66 6.19 63 31.40 6.61 1.04 0.71
Neglecting 97 29.40 6.83 63 30.13 7.05 1.13 0.65
TOTAL 97 305.95 41.53 63 319.60 45.80 7.15 1.91
d.f. = N1 + N2 – 2 = 97 + 63 – 2 = 158
Table value of ‘t’ at 0.05 level of significance = 1.98
Table value of ‘t’ at 0.01 level of significance = 2.61
An analysis of Table – 4 shows that the difference in the mean scores of rural and urban
students is found to be significant on account of rejecting and indifferent dimensions of parent
child relationship scale. Hence, Ho is rejected on these dimensions. The mean scores of urban
students are greater than that of rural students. So, it may be interpreted that urban students are
more rejecting and indifferent than rural students at secondary level.
Whereas, the difference in the means is found to be not significant on account of
remaining dimensions i.e. protecting, symbolic punishment, object punishment, demanding,
symbolic reward, loving, object reward and neglecting. This means that there is no difference
between the level of parent child relationship for male and female students in relation to
rejecting, object punishment, demanding, indifferent, object reward and neglecting dimensions.
On account of total scores in all the dimensions of parent child relationship scale, the
difference in the mean scores of rural and urban students is found to be not significant. Hence,
Ho doesn’t be rejected. This means that there is no difference between the level of parent child
relationship of rural and urban students at secondary level.
On the whole, it may be concluded that locality doesn’t influence the parent child
relationship.
0
100
200
300
400
29.67 29.42 30.65 31.94 32.16 30.21 30.78 31.05 30.66 29.4
305.95
30.48 31.24 33.21 33.37 33.29 32.22 32.29 32 31.4 30.13
319.6
Rural Students Mean Urban Students Mean
*Significant at 0.05 level of significance.
**Significant at 0.01 level of significance.
Airo International Research Journal November, 2015 Volume VI ISSN: 2320-3714
Table – 5
Correlation between Parent Child Relationship and Achievement Motivation of Students at
Secondary Level
Group Variables N Coefficient of
Correlation
Secondary School
Students
Parent Child
Relationship 160 0.259*
Achievement
Motivation
d.f. = N – 2 = 160 – 2 = 158
Table value of ‘r’ at 0.01 level of significance = 0.204
*Significant at 0.01 level of significance.
It is observed from the Table – 5 that coefficient of correlation between Parent Child
Relationship and Achievement Motivation of Students at Secondary Level is found to be 0.259
which is significant at 0.01 level of significance. This indicates that there is a moderate degree
positive correlation between Parent Child Relationship and Achievement Motivation of Students
at Secondary Level. This means a close association between Parent Child Relationship and
Achievement Motivation exists. Thus, the null hypothesis stated, there is no significant
relationship between parent child relationship and achievement motivation of students at
secondary level, is rejected.
Educational Implications
The present study is of greater importance in the present day context as there is growing
realization of focusing attention on the education of the children especially the girls and rural, for
their general upliftment. The present study also points out the direction; in which some steps can
be taken to improve the psychological makeup of the parents in order to enhance children’s
achievement motivation.
The study reveals that rural students are significantly different from the urban students at
secondary level on their achievement motivation. It shows that the urban students are superior to
the rural students on account of their achievement motivation. It implies that the parents and
teachers of these rural students supposed to provide conducive environment for the students in
home and in school to develop higher achievement motivation. The teacher in the class room
situation should take into consideration what method is suitable for these students. He must well
acquaint with the motivation as well as the need of these backward students, so that they may
show better intellectual ability which may influence the achievement motivation of these
students. The rural students suffer from poverty, the poverty has been found to be associated
with lower achievement motivation. Therefore, the development plans mooted by the Govt. of
India to uplift the standard of living of the rural people including some facilities of school like
uniforms, books, some scholarship stationary etc. and proper mid-day meals need to be further
strengthened.
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A Study of Parent Child Relationship and Achievement Motivation of Students at
Secondary Level
The study also reveals that there is a significant difference between parents child
relationship of male and female students at secondary level. It shows that there is still biasness in
parent child relationship on account of gender. So, Govt. should plan more awareness program to
awake these types of peoples.
This research revealed that a better parent child relationship can motivate the children,
create an interest and develop self discipline in them. Parents should be aware for the all round
development of the children. They are also responsible for the all round development of their
children. Their way to deal with their children shouldn’t be monotonous and should seek active
relationship with them. They should be able to make cordial relations with their children for
developing more achievement motivation in them. Therefore, the parent child relationship must be
improved to get best achievement motivation in the students.
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