Essay on Parents-Child Relationship

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Children are the most important entities not only in the life of parents but also in the life of society and the state to a larger extent. Even before a child is born, his parents have certain notions about what their dream child will be like and the kind of. This study is an endeavor to study the impact of the home environment on academic achievement with the objective to find out the academic achievement of twelfth-grade students in relation to their home environment (parent-child relationship). The descriptive survey method was followed. The research tool used for obtaining the data for the present study was the parent-child relationship scale’ by Dr. Nalini Rao. A correlation of coefficients of High, Average & Low academic achievers with parent-child relationships was found. A high and positive relationship between high academic achievers but a low and positive correlation (0.31) was in the case of low academic achievers.

Key terms used in the study: Academic achievement, Home Environment

Introduction:

The objective of the study:

To find out the academic achievement of twelfth-grade students in relation to their home environment (parent-child relationship).

The hypothesis of the study:

There is a relationship between the academic achievement of twelfth-grade students and their home environment (parent-child relationship).

Key terms used in the study:

Academic achievement: Academic achievement refers to knowledge attained or skill developed by pupils, usually in the school subject, measured by marks assigned or by test scores by the teacher.
Home Environment: By home environment, it is meant the sum total of the facilities available in a family in the light of children’s needs. But in the present study, the home environment includes the parent-child relationship which means the characteristic behavior of parents as experienced by their children.
Methodology: In the present study, the descriptive survey method was followed.

(a) Sample- Fifty students of the twelfth grade of different senior secondary schools of Karnal city were taken as samples for the present study. The present study was limited to 10 senior secondary schools in karnal city. The study was further delimited to the academic achievement of twelfth-grade students in relation to their home environment. The home environment here is confined to the parent-child relationship in terms of parental attitudes as perceived by the children.

(b) Tool: The research tool used for obtaining the data for the present study was the parent-child relationship scale’ by Dr. Nalini Rao. The tool contains 100 items categorized into ten dimensions, namely, as follows:

Demanding (Dem.)
Indifferent(Ind.)
Loving (Lov.)
Neglecting(Neg.)
Protecting (pro.)
Rejecting (Rej.)
Symbolic reward (SR) and object reward (OR)
Symbolic Punishment (SP) and object punishment (OP)

Items of the scale are arranged in the same order as the dimensions and they rotate in a cycle through the scale. Each respondent scores the tool for both father and mother separately.

Data Collection:

A sample of 50 twelfth-grade students from the different senior secondary of karnal city was selected for the present study. Data was collected through a parent-child relationship scale.

Statistical techniques:

Data collected and further tabulated were statistically analyzed through the following techniques:

Frequency distribution
Product Moment Correlation

Main findings of the study:

Correlation of coefficients of High, Average & Low academics achievers with parent-child relationship (Table 1)

A high and positive relationship between high academic achievers but a low and positive correlation (0.31) was in the case of low academic achievers.

Ten parent-child relationship dimensions on a five-point scale ranging from ‘Always to ‘very rarely’ among high achievers, average achievers, and low achievers.

Protecting – Protecting subscale scored high on the family relationship scale for an almost overwhelming percentage of respondents.
Symbolic punishment – ‘Symbolic punishment’ did not score relatively high in favor of high & average achievers as compared to low achievers.
Rejecting – Date highlights the difference among students, regarding their perception of parental rejection towards themselves.
Object Punishment – Data shows that 9.3% of low achievers were in ‘Always’ as compared to 4.8% of high & 4.0% of average achievers.
Demanding – Data shows not high & average achievers’ parents were not of a ‘demanding’ nature while low achievers were of the opposite opinion regarding their parental behavior. This may be the only reason for the low correlation coefficient in the case of academically low achievers.
Indifferent – A low percentage of low achievers (902%) were under the category of ‘Very rarely. While 25.3% of high achievers were under very rarely.
Symbolic Reward – A remarkable difference in the percentage of various academic achievers (40.8% high, 29.11% average, 11.8% low) under the ‘Always’ Category.
Loving – Scores on the ‘Loving’ subscale were found to be slightly weaker in the case of low achievers which gives a clue to the low correlation between the two variables.
Object reward – Most of the respondents were in the category of ‘Rarely’ less percentage of high average achievers were under one category of ‘Very rarely’ while 13.3 percent of low achievers were under ‘very rarely’.
Neglecting – A very low percentage of low achievers (10.9%) fell under the category of ‘Rarely’ than their counterparts (33.5 and 34.6% high and average achievers, respectively).

Educational implications:

The educational implication will concern with the working out of an action plan for a better parent-child relationship what has been presented and discussed in the text of this study covers the existing situation, that is, what is? But winding up the study at this stage will lead to an impression that the facts have been collected, analyzed, and interpreted. Therefore, what is needed to explain the likely use of the findings of this study? Awareness needs to be inculcated among the parents about the importance of a congenial home environment, i.e., parent-child relationship for improved academic achievement of their wards. There is a zest of the study to the parents, that it is not important “how much” time they are spending with their wards, but important is” how” they are interacting with them.

References:

Rao, Nalini. 1989. Manual for Parent-Child Relationship Scale.
Singh, S.K. 1997.Dictionary of Education.Vol. I,p.4.
Swahn.1982. Quoted by Reymond, D.; Boisdum, Bucher, P. and Kruger, H.H.1993. The modern family has everyday negotiations, and continuities, and this continuity in parent-child relations. Childhood,87-99.
Steinberg, Larence; Elmen, Julie, D. and Mounts, Niass. 1989. Authoritative parenting psycho-social maturity and academic success among adolescents. Child Development, 60: 1424-1436.

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