PARENTING STYLES AND SELF-EFFICACY AS CORRELATES OF ACADEMIC ACHIEVEMENT OF STUDENTS IN PUBLIC SECONDARY SCHOOL IN ANAMBRA STATE

Abstract

The study examined parenting styles and self-efficacy as correlates of academic achievement of students in public secondary school in Anambra state. The study was guided by two research questions and two hypotheses tested at 0.05 level of significance. The study adopted correlational research design. The population of the study comprised13742 SS2 students in 268 public secondary school in Anambra state, spread across the six education zones in the state. Twelve (12) out of 268 senior secondary schools in the six zones were randomly selected. Proportionate stratified random sampling technique was employed to draw a sample size of 380students in senior secondary school Parenting style questionnaire (PSQ), Educational self-efficacy scale (ESS) and academic achievement of students obtained from the school records were used for data collection. The reliability of the instruments were subjected to face and construct validation. The reliability of the instruments was established using Cronbach Alpha method and it yielded co-efficient values of 0.85, 0.857, 0.653 for parental style questionnaire (PSQ) and 0.89 for educational self-efficacy scale (ESS). Research questions were answered using Pearson product moment correlation co-efficient. Hypotheses 1-2 were tested using test of significance of Pearson. Findings of the study reveals the relationship between parenting styles and academic achievement in public secondary school students is Negative. The study equally showed that there was significant relationship among parenting styles; self-efficacy and academic achievement of secondary school students in Anambra state. Based on the findings from this study, it was recommended that parents should interact more with their children and show concern for their children’s activities at school. They should play a more active role in their academic activities and parents should sometimes allow their children to use their initiatives.