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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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.


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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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.


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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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


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


*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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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



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 0.01 level of significance.


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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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



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 0.01 level of significance.


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


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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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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