Relationship Between Self Concepts, Motivation And Parenting Styles Effected Students Achievements

Abstract

ABSTRACT The main purpose of this research is to state the relationship between the academic self concept, motivation and parenting styles of students and achievement. Besides that, the parenting style mostly practised by their parents is also identified. The type of motivation, whether intrinsic or extrinsic, most prevalent and most influential on the respondents’ academic achievement are also to be determined. The level of their academic self concept is to be identified too. The sample for this research consisted of 216 fourth formers from 3 secondary schools in Johor Bahru. The reliability of the instrument was determined using the Cronbach Alpha. The reliability was found to be 0.793. A few changes were made to various items in the instrument in order to increase its reliability. Data analysis was done descriptively by using the means, frequencies, standard deviations and percentages. Besides that, inferential statistical methods such as the Pearson-r and the Multiple Regression technique were also used to determine the relationship between the factors analysed. Research results show that the level of academic self concept among them is high. Besides that, the type of motivation most prevalent among them is extrinsic motivation which has a mean value of 3.43 as compared to that of intrinsic motivation which has a mean value of 3.39. The parenting style mostly practised by the students’ parents is the authoritative style. Research results also show that there is a significant relationship between the academic self concept and achievement at the significance level of 0.01. However the ‘r’ value of is only 0.19. Overall parenting style also has a significant relationship with achievement at the significance level of 0.01 and ‘r’ value of 0.41. However, out of the four specific parenting styles, the authoritative style has the highest ‘r’ value, that is 0.43 at the significance level of 0.01. The authoritarian style also has a significant relationship with achievement, with ‘r’ value of 0.37 at the significance level of 0.05. Besides that, the permissive parenting style has a significant relationship with achievement, with its ‘r’ value of 0.35 at the significance level of 0.01. However, there is no significant relationship between the neglectful parenting style with achievement Results also show that intrinsic motivation contributes 16.7 percent towards achievement at the significance level of 0.05. Nevertheless, extrinsic motivation does not have any significant contribution towards achievement.