The Role of Parent-Child Relationship, Self-Esteem and Self-Concept in Academic Achievement

Parent-child relationship is significant for the development of a child. Building self-esteem and self-concept depends upon the quality of parent-child relationship. The aim of the present study was to find if parent-child relationship predicted academic achievement through self-esteem and self-concept. The sample consisted of 150 students of age group 18 to 21 years. The instruments used to measure the variables were Parent-adult relationship questionnaire, Rosenberg self-esteem scale and Robson’s Self-concept scale. The academic achievement was measured using the scores obtained by the participants in 12th standard. The results indicated that academic achievement was significantly positively correlated with self-esteem, self-concept and parent-child relationship. A simple path analysis was conducted to understand the moderating role of self-esteem and self-concept in relationship between parent-child relationship and academic achievement. It was found that parent-child relationship did not predict academic achievement with self-esteem and self-concept as the moderators.