Parent-Child And Teacher-Pupil Relationships As Predictors Of Academic Motivation And Achievement Among School Children

ABSTRACT

This study investigated Parent-Child and Teacher-Pupil relationship as predictors of

academic motivation and achievement among school children. Participants were 299 Primary

5 and 6 school pupils who were randomly selected from University of Nigeria, Nsukka

primary school and St Mary’s primary school Ibeagwa-Aka, Nsukka. Their ages ranged

between 7-12 years, with a mean age of 10.1. Cross sectional design was adopted. Three

instruments were used for data collection. Parent as a Social Context Questionnaire (Child

Report Version), Teacher as a Social Context Questionnaire (Child Report Version), and

Eyo’s (1986) Adaptation of Herman’s Questionnaire Measure of Need Achievement. Four

hypotheses were tested. Result of the regression analysis showed that parent-child

relationship was a positively significant predictor of academic achievement (β=.16, t=2048,

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