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Parental Influences in Academic Performance of School Going Students.

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Indian Journal of Positive Psychology © 2017 Indian Association of Health, Research and Welfare
2017, 8(2), 132-137 ISSN-p-2229-4937,e-2321-368X
http://www.iahrw.com/index.php/home/journal_detail/19#list UGC Approved and have NAAS Ratings

Parental influences in academic performance of

school going students
Priyanka Pandey and Komilla Thapa
Department of Psychology, University of Allahabad, Allahabad, Uttar Pradesh

This study was conducted to examine the contribution of parents to the ongoing academic progress of students. As
no suitable measures were available, one scale was constructed to measure parental influence in academic
performance. An item analysis was done to select the statistically sounds items. Factor analysis was done to
determine the factorial structure of this scales. 120 students (both boys & girls) from different schools (government
& semi government) constituted the sample. The results showed parental influences was positively correlated to
actual academic performance (obtain from school records). Vis a visa boys, girls obtained higher scores on scale and
perceived parental influence in positive manner. No significant school differences were found.

Keywords: parental influences, academic perfomance

Home environment has been conceptualized as the quality of human
interactions from the point of view of the child. It includes those
aspects, which foster growth and development such as family trust
and confidence, sharing of ideas, parents support, parental approval,
parental encouragement, care, affection and approval and support of
siblings. Children living in rural or urban areas are exposed to
different environments. Generally children from low socioeconomic
status attend government schools while, children of well to do
families attend private or public schools. These two types of schools
have another major difference: difference in medium of instruction
.In addition, home learning environment, school learning
environment and academic achievement may be influenced by
various socio-economic factors like age, gender, family size, parents,
education and occupation and also by the socio economic status of
the family .. Thus academic achievement is dependent on school
learning environment as well as home learning environment. The
present study is on attempt to investigate the parental influence in
academic performance of students. The focus will be describing the
key variables included in the study, i.e., parental influence and its
impact on academic performance.
Academic performance includes three processes: the ability to
study and remember facts, being able to study effectively and see
how facts fit together and form larger patterns of knowledge and
being able to think for oneself in relation to facts and thirdly being
able to communicate knowledge verbally or on paper. Thus Journal
of Education (1981) posited that performance might be seen as an
index of the candidates' ability and motivation. Defining academic
performance as excellence, Tuckman (1975) stated that,
performance is used to label the observable manifestation of
knowledge, skills, concepts, understanding and ideas. Performance
is application of a learning product that at the end of the process
provide mastery. The acquisition of particular grades on
examinations indicate the student's ability, mastery of content and
skills in applying learned knowledge to particular situations. A
student's success generally judged by examination performance.
Success in examination is a crucial indicator that a student has
Correspondence should be sent to Priyanka Pandey
Department of Psychology, University of Allahabad, Allahabad, UP
E-mail: pandeypriyanka05@gmail.com
benefited from a course of study (Wiseman, 1961). Researchers
believe that authentic academic performance should involve on
examination of the total person, in the other words; the examination
should cover the individual's ability and skills in applying practical
knowledge.
Parental influences has been identified as an important factor
affecting student's achievement (Miller, 1980; Dryfoos, 1990) The
child rearing attitudes or parental behavior may be viewed in terms
of many different dimensions such as, acceptance, affection,
control, warmth, permissiveness, restrictiveness and demanding
behaviour. Typically warmth and control are thought to be the most
important ways in which parents influence the development of their
offspring or children (Maccoby & Martin, 1986). After Conducting
extensive research (Rohner; 1986; Rohner & Rohner, 1981)
reported major parenting dimensions in different human societies.
These dimensions are parental control (permissiveness-strictness)
and parental warmth (acceptance-rejection)
For the past 20 years Baumrind conducted a series of researches
to identify parental behavior and its association with children's
behavior. She obtained two major dimensions which included
demanding behaviour and responsiveness, which are pertinent in
understanding parenting styles. Demandingness, is defined as the
amount of degree of control the parents attempt to exert over the
child. Parental responsiveness defined as the frequency of parental
interactions. It also refers to being sensitive to children's has needs,
warmly supportive of their efforts and broadly interested in what
they are thinking, feeling and doing.
Parenthood is neither simple nor a very complicated process and
is based on the perception and the discharge of responsibilities in this
phase of parent's lives. An Unbiased understanding of life, by
parents, is very essential to bring up or guide children. Parents are
the first teacher to their children. Parental influence may occur at
different levels, ranging from simplistic tasks such as motivating
children, being positive about school, or assisting children with their
homework to more complicated and skill demanding tasks such as
assisting educators or the official management of schools, which
demands higher skill levels (Khan, 1996).
The present study aim to examine the role of the teacher and
Parental influences in academic performance. The sample will
 Indian Journal of Positive Psychology 2017, 8(2), 132-137
comprise of intermediate school students and age of students in
generally 16 to 18 yrs. Here it is imperative we need to explain the
parent's role in the academic achievement of adolescents.
Adolescence is one of the most critical stage of development .This
stage is marked by physical, social and emotional changes
.Academic demands and complexity of school structure make the
task of academic success for adolescents more difficult .The two
more important environment are home and school. Research has
highlighted a correlation between parental involvement and student
achievement in school, However the "how" of parental involvement
continues to be a challenge (Greenwood & Hickman, 1991; feldt,
1985; Voydanoff & Donnelly, 1996; in Peña, 2000; Gutman &
Midgley, 2000). Epstein (1987); and Henderson (1988); report that
schools that favor parental involvement outperform schools with
little parental involvement (Pena, 2000). In the present investigation,
we wish to understand the parental influences on academic success
and performance. On the basis of the above mentioned studies, the
following hypotheses are being proposed.
Review of literature
Measuring of academic performance of students is challenging
since students performance is a product of socio-economic,
psychological and environment factors. Many empirical studies
have been carried out to explore factors affecting students'
performance. Researchers have attempted to explain the link
between students' achievements, economic circumstances and the
risk of becoming a drop out that proved to be positive (Goldman,
Haney, & Koffler, 1988; Pallas, Natriello, & McDill, 1989).
Chansarkar and Mishaeloudis (2001) explained the effect of age
and distance from learning place on student performance. The
performance of students is not affected by such factors as age,
gender and place of residence but is associated with expertise in
quantitative subjects .It was also found that those who live near the
college perform better than other students. Other studies have
examined the relationship between academic performance and
SEB (socioeconomic background). Soyibo (1998) further
elaborated that student performance is very much dependent on
SEB As per their statement, “High school student's level of
performance is with statistically significance differences, linked to
their gender, grade level, school location, school type and
socioeconomic background (SEB)” In general, the various studies
which attempted to explain academic failure do so beginning with
three elements that intervene in education: parents (family causal
factors), teachers (academic causal factors) and students (personal
causal factors).
The large number of factors, which influence academic
achievement are related to cognitive, affective and environmental
domains and include self concept, persistence, need for achievement,
adjustment, behavior problem , fear , anxiety , emotion , drives ,
values, memory and interest. High and low achievers have been
compared on different variables such as attitude towards teachers
and intellectual functioning. Rao (1963) found that over achievers
were optimally adjusted and differed significantly from both normal
and underachievers.
Studies have generally demonstrated that psychosocial factors and
academic achievement are negatively correlated (Powell & Arnold,
2003). Sedlacek and Brooks (1978) found that there are seven
cognitive variables that are especially predictive of academic
achievement among students of ethnic or racial minority
133
background. Another study found that secondary school students
with low academic achievement when examined on instruments
measuring their perceived paternal and maternal parenting styles
and behaviors had greater conflict with the father and mother. In
Comparison students with relatively higher attainment academic
attainment showed less conflict (Shek Daniel Lee & Chan, 1998).
Research on the differences in parental involvement of mathematics
learning among different cultural groups has attracted the interest of
many researchers. For example, Chen, Lee, and Stevenson (1996)
compared students' achievements and their parents' involvement in
China and the USA, and found that Chinese parents had higher
expectations of their children's performance and spent more time
helping their children with school homework than parents in the
USA. Parent-child interaction has long been considered a crucial
influence on a child's academic performance and development
(Barnard & Kelly, 1990). It is a form of communication between a
parent and a child; the combined reciprocal action of a parent and a
child that has an effect on each other (Russo & Owens, 1982).
Barnard and Kelly (1990) reported that the child's ability to
experience, to decide, and to control his own behavior through his
decisions is dependent in many subtle and involuntary ways on his
relationship and interaction with his parents. A variety of studies
indicate that those parents who place a high value on autonomy and
independence and on mastery, competence, and achievement and
who are democratic and encouraging of an active give and take
interaction with their children and who foster curiosity and a respect
for knowledge have academically motivated, achieving children
(Bailey et al., 1970). A number of studies have found that a warm
and responsive parent-child interaction balances acceptance with
limits, and is positively related to self-esteem, social acceptability,
and achievement in young children (Elings, 1988; Estrada et al.,
1987; Bradley et al., 1988). Nogy (1989) found that fathers who
formulated specific rules and regulations in their homes appeared to
have preschool children who demonstrated greater achievement and
motivation in school.
Research was also conducted to examine the relationship between
family environment and parental attitudes which have been treated
as significant contributes to academic achievement. Representative
studies include those of Srivastava and Chandirmani (1955) who
found that students from structured and independent families
showed better performance. Padhi and Dash (1994). Reported a
significant correlation between parental attitudes and competence
scores. Srivastava (1995) found that students' perception of the
parent-child relationship affected their academic achievement.
Several aspects of parental behavior, such as, love, discipline and
dominace were positively related to academic achievement where as
rejection, punishment and over-protection had a negative effect.
This review indicates that among the many factors which influence
academic performance, the role played by parents' is significant and
this was the focus of this study.
Hypotheses of the study
● As compares to boys, girls will obtain higher scores on the
parental influence scale.
● Students of different schools will show significant differences in
their scores on the Parental Influences scale.
● There will be a significant, positive relationship between the
scores obtained on the parental influence scale and the actual
academic performance of students.
134 PANDEY AND THAPA/ PARENTAL INFLUENCES IN ACADEMIC PERFORMANCE OF SCHOOL

Objectives of the study
This study was undertaken to fulfil the following
● To examine the parental influence in academic performance.
● To examine the gender differences (male vs. female) in the
perception of parental influence in academic performance.
● To examine school differences (govt. vs. semi govt.) in the
perception of parental influence in academic performance.
● To examine student's perception of their own academic
performance.
Method
Participants
The participants of the present study was students of class XIth in
Allahabad, U.P. The sample size was 120 in which girls and boys
from government and semi government schools were selected.
Random sampling procedures were used.
Setting: Four schools were selected to meet the purpose of the
present study. Thus four schools were included in the sample. These
schools were as following:
● Government Girls Inter College (G.G.I.C)
● Dwaraka Prasad Girls Inter College (D.P Girls)
● Government Inter College (G.I.C)
● Kali Prasad Intermediate College (K.P.I.C)
The first two schools were semi government and other two were
government schools. Thirty students were randomly selected from
each school. These schools were located in the Allahabad.
Instruments
In this present study parental influences have been taken as important
variables to understand their contribution to academic performance
and its factor.
Parental influences scale was used to measure academic
perfomance. This scale measures parental influences in academic
performance of students. It of consisted 30 items both positive and
negative are included in the scale. The scale is based on five
dimensions: parental support, parental pressure, and parental
expectation and parent child interactions. The cronbach alpha for
this scale was found to be .8355. Along with this, data regarding their
examination performance was also obtained from their school
records .The another measures were used to assess students
perception of ability and performance was included.
Perceived ability and examination performance: This was measured
by two items in which students were asked to rate their own ability
and performance in examination vis-à-vis their peer group. For this
purpose a five point scale was provided .The scale points were
:much less than others (1) less than others (2),similar to
other(3),more than others(4),much more than others(5)
Academic records: Information regarding marks of the students
included in the sample was obtained from the academic records of
the school. The following details were sought: total marks and
percentage and marks and percentage in maths in the previous year
final examinations.
Procedure
First of all, the permission from the principal of the selected schools
was taken and they were assured that all information will be kept
confidential. The students of science stream were selected in a
random manner. Teacher also helped in identifying the sample. The
sample was randomly selected from the school registers. The total
number of students in class XIth including all sections of the science
stream was determined. the figure thus obtained (nth) was the basis
for selecting every nth student for the sample. For example, if the
total number of students were 120 then every 4th student was
included in the sample. Keeping ethical consideration in the mind,
prospective respondents were given adequate information about the
nature of the task and their consent was sought for participation in
the study.
Analysis
The present study is a survey research in which data collected were
quantitatively analyzed. Quantitative data were entered in spss
software .Variable view were developed for coding the Quantitative
data.
Results

Table 1: School wise Mean comparison of scores on the parental influence

scale and its dimension.
Variables K.P D.P G.I.C G.G.I.C F
Parental influence total 99.63 115.97 113.61 110.64 11.52**
Parental pressure 17.38 020.99 020.70 017.48 07.10***
Parental support 24.39 027.80 026.30 027.28 07.39***
Parental expectation 13.89 16.32 017.00 15.27 06.24**
Parent-child interaction 21.23 024.90 024.00 25.58 07.41***
Parental satisfaction 22.75 025.97 025.61 25.03 5.38***
Note: ***p<.001, **p<.01, *p<.05

Table no.1 shows the school wise mean comparison of the among the schools.
parental influence scale. There was a significant differences found
 Indian Journal of Positive Psychology 2017, 8(2), 132-137 135

Table 2: Gender wise Mean scores on the parental influences and its dimension.
Gender
Boys Girls
Variable Mean SD Mean SD t
Parental influence 106.51 16.71 113.31 8.6242 2.87**
Parental support 25.32 03.53 27.53 2.6726 3.87**
Parental pressure 19.01 04.68 19.23 4.0531 .27ns
Parental expectation 15.41 03.55 15.79 2.8141 .64ns
Parental interaction 22.59 04.84 25.24 2.8700 3.65***
Parental satisfaction 24.15 04.45 25.50 2.4500 2.05*
Note: ***p<.001, **p<.01, *p<.05

Table No.2 reveals that girls showed significantly higher on parental influence in terms of parental support, and parental
parental influence scale. This means girls perceived greater satisfaction.

Table 3: School wise Mean and SD of parental influence scale and its dimensions
School wise
Government Semi Government
Variable Mean SD Mean SD t
Parental influence 112.19 12.84 107.67 13.14 1.85ns
Parental support 26.78 3.08 26.06 3.51 1.20ns
Parental pressure 19.09 4.86 19.15 3.85 .07ns
Parental expectation 16.13 3.42 15.08 2.91 1.82ns
Parental interaction 24.79 4.43 23.03 3.77 2.35ns
Parental satisfaction 25.32 3.86 24.33 3.38 1.50ns
Note: ***p<.001, **p<.01, *p<.05

The results of study are presented in table 4.1, that student of Government schools. On the whole there was no significant
Government schools were not significantly better than semi- difference found on scale parental influence scale.

Table 4: Correlation between parental influences and academic performance.

Variable Marks of Marks of high Marks of Marks of half
high school school in math's half yearly yearly math's
Parental Influence .094 .143 .105* .243*
Parental Support .135 .207 .135 .211*
Parental Pressure -.005 -.055 .134 .068
Parental Expectation .068 .102 .236** .190*
Parental Interaction .175 .150 .117 .252**
Parental Satisfaction -.032 .141 .056 .161
Note: ***p<.001, **p<.01, *p<.05

Tables show that academic performance of students correlation
between their Marks of half yearly and Marks of half yearly math's
was found to be significant.
Discussion
In the present study, it was clear that there are some dimensions,
which contribute to academic performance in school. These include
family, school and parental influence and the teacher. This influence
facilitates certain behaviour and adjustment endeavors in the
students, which can lead to academic success or failure. The
objective of this study was to examine the relationship between the
different factors affect the students performance. It may be also
136 PANDEY AND THAPA/ PARENTAL INFLUENCES IN ACADEMIC PERFORMANCE OF SCHOOL
provide a base for further researches regarding studies performance.
Main finding of the present study listed that: first finding is that
parental influence was positively correlated to actual academic
performance (obtained from school records). The parental scale and
its dimension were significantly correlated with academic
performance of the students. There are found to be significant gender
differences in the perception of parental influence. Vis-à-vis boys,
girls obtained higher scores on scale and perceived parental
influence in a positive manner. Next finding is that no significant
school differences were found. This study has focused on parental
support and encouragement parents and uncovered some factors that
contribute to academic performance of school students. Research
confirms that students have an advantage in school when their
parents encourage and support their school activities and they lay the
groundwork for the student's success in school by building their
children's self confidence, self concept and self- reliance. (Cummins,
1980; Epstein, 1982; Lewin, 1995; Slaughter & Epps, 1987). Next
comes, the parental influence from the result (Table 2) it was clear
that girl have scored higher than boys. Girls showed significantly
higher on the parental influence scale. These mean girls perceived
greater parental influence in terms of parental support, parental
interaction, and parental satisfaction as compare to boys. Table 3
shows that school wide analysis that mean comparison of scores or
parental influence scale and its dimension and result showed that
there was no significant differences among the school; (Semi
government & government school). These were no school wise
difference revealed. Student of government school semi government
tended to perceive their parent almost equally and above average.
Academic achievement is a product of various factors family and
school backgrounds and the development of personality. Many
researchers reported that, type of schools (Wagnor & Khan, 1992;
Panda et al., 1995); classroom environment (Gayani, 1998); teachers
role (Singh & Saxena, 1987); teaching experience (Taz & Haseen,
1980); were effective factors in academic achievements. In the case
of parental influence scale the table show that academic
performance of student marks of half yearly and marks of half yearly
math's were positively correlated with the parental influence at mean
there was to be positive relationship between academic performance
and parental influences. For this finding reason behind it. That
finding reveals a significant relationship between family
environment factors on home adjustment and academic
achievement. Home adjustment revealed that home adjustment is
influenced by degree of support and help in the family (Cohesion &
Bernard, 1991).
Limitation of the study
Every study have some limitations. In the current study, small sample
size used in the study and time was constraint.
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