A student on parental effects on education

A student on p atomic number 18ntal effects on educationThis chapter gives an overall picture of the design of the admit explore tools utilise for the study, nature and selection of the sample, analysis and interpretation of the data in the light of other look studies. faculty member achievement is one of the aims of education. A electric razors academicianian achievement is mellowedly improved by parent- fry consanguinity. It is withal enforced by the nature of the naturalise and t all(prenominal)ers, students socio economic status, attitudes, motivation, personality factors, cognitive styles and intelligence which is indulged with the parents. The parent- barbarian relationship is a good key factor for a shaver to have revision in environment and to perform well in academics also.The need for undertaking this research study is to replicate the parent-child relationship and how it enhances the childs adjustment ability. The friendly motivation given to the child enable s him/her to empower concentration and boost them to explore in academics.The educational efficacy of the student is judged by his achievement in the school. The academic performance in school subjects ordain lead them to choose the future course of life. In the mettlesome school level itself the basic things will be known by the students. This is an important st sequence non only for studying habits influencing the academic achievement, but also to bear on the whole personality of the school students.The investigator would like to know, Is there any relationship mingled with parents sort on the childs adjustment and academic achievement of the take aim students?. The knowledge of the relationship betwixt these variables under study would help the parents and students to make the needed changes.Understanding the relationship amongst parents behaviour on the childs adjustment and his academic achievement will be of great importance in determining the interrelation in the mi dst of the variables under study.The results of the present study will be useful to understand the fact, whether parent child relationship has greater impact on the childs adjustment and academic outcome of the students. The findings can be utilized in the field of education to develop remedial measures, favorable relationship amidst the parent and the child which in turn will help the high school students. As a result healthier school community, society and the nation will be formed.The prime focus of this project was to examine ontogenyal changes in parent-child relationships, and their tie-ins with child adjustment related to academic achievement of them as students.3.03 STATEMENT OF THE PROBLEMThe present investigation entitled A study on the effects of parent child relationship on the childs adjustment and academic achievement has been undertaken keeping in view the importance of explicating the effect of parent-child relationship on childs adjustment and academic achieve ment of high school students.3.04 MEANING OF THE PROBLEMIn the solve of learning, Motivation is the central factor to get a holy result. Adjustment is the process by which a person tries to strike a balance between his requirements ((i.e.) needs, desires, drives urges) and varying life situations. Adjustment is a continuous process by which a person varies his behaviour to produce more harmonious relationship between himself and his environment.Parents involvement is critical in facilitating childrens development and achievement and in preventing and remedying educational and developmental problems. Substantial evidence exists to surface that children whose parents are involved in their schooling have squarely increased their academic achievement and cognitive development. Academic achievement is an important predictor of adjustment and has been associated with several factors such as parenting styles and parental involvementThe present study is intended to study the side by s ide(p) objectives.3.05 OBJECTIVES OF THE STUDY1. To find out the effect of Parent-child relationship, Parent-child adjustment and Academic achievement of students.2. To find out the strong expiration in the mean dozens of thea) sexb) metierc) tokens of aimd) fonts of managemente) neighborhood3.06 HYPOTHESESBased on the objectives of the present study the following hypotheses were framed.1. Gender does not order of battle of import deviation between the father-childs relationships with regard to their diverse holdings of Parent-child relationship.2. Gender does not rise significant inequality between the mother-childs relationships with regard to their different attribute of Parent-childs relationship.3. Gender does not signal significant dispute between the father-childs adjustments with regard to their different place of childs adjustment.4. Gender does not collection significant discrepancy between the mother-childs adjustments with regard to their different balance of child adjustment.5. Gender does not show significant expiration between the childs relationships with regard to Parent-childs relationship.6. Gender does not signify remainder between the childs adjustments with regard to Parent-childs adjustment.7. Gender does not show significant difference between the Academic accomplishment with relation to Parent-childs relationship and Parent-childs Adjustment.8. Medium of cultivation does not show significant difference between the father-child relationships with regard to their different ratio of Parent-childs relationship.9. Medium of instruction does not show significant difference between the mother-childs relationships with regard to their different dimension of Parent-childs relationship.10. Medium of instruction does not d show significant difference between the father childs adjustments with regard to their different dimension of Parent-childs adjustment.11. Medium of instruction does not show significant difference be tween the mother childs adjustments with regard to their different dimension of Parent-childs adjustment.12. Medium of instruction does not show significant difference between the childs relationships with regard to Parent-childs relationship.13. Medium of instruction does not show significant difference between the childs adjustments with regard to Parent-childs adjustment.14. Medium of instruction does not show significant difference between the Academic Achievement with relation to Parent-childs Adjustment and Parent-childs relationship.15. attribute of School does not show significant difference between the father-childs relationships with regard to dimension of protecting behaviour of Parent-childs relationship.16. vitrine of School does not show significant difference between the father-childs relationships with regard to dimension of Symbolic penalisation behaviour of Parent-childs relationship.17. eccentric of School does not show significant difference between the fath er-childs relationships with regard to dimension of Rejecting Behaviour of Parent-childs relationship.18. Type of School does not show significant difference between the father-childs relationships with regard to dimension of objective penalisation Behaviour of Parent-childs relationship.19. Type of School does not show significant difference between the father-child relationships with regard to dimension of Demanding Behaviour of Parent-childs relationship.20. Type of School does not show significant difference between the father-child relationships with regard to dimension of Indifferent Behaviour of Parent-childs relationship.21. Type of School does not show significant difference between the father-child relationships with regard to dimension of Symbolic reinforcing stimulus Behaviour of Parent-childs relationship.22. Type of School does not show significant difference between the father-child relationships with regard to dimension of Loving Behaviour of Parent-childs relation ship.23. Type of School does not show significant difference between the father-childs relationships with regard to dimension of Object compensate Behaviour of Parent-childs relationship.24. Type of School does not show significant difference between the father-child relationships with regard to dimension of Neglecting Behaviour of Parent-childs relationship.25. Type of School does not show significant difference between the father-childs relationships with regard to Parent-childs relationship.26. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of protecting behavior of Parent-childs relationship.27. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Symbolic Punishment Behavior of Parent-childs relationship.28. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Rejecting Behavi our of Parent-childs relationship.29. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Object Punishment Behavior of Parent-childs relationship.30. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Demanding Behaviour of Parent-childs relationship.31. Type of School does not show significant difference between the mother-childs relationship with regard to dimension of Indifferent Behaviour of Parent-childs relationship.32. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Symbolic get Behaviour of Parent-childs relationship.33. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Loving Behaviour of Parent-childs relationship.34. Type of School does not show significant difference between the mother-childs re lationships with regard to dimension of Object support Behaviour of Parent-childs relationship.35. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Neglecting Behaviour of Parent-childs relationship.36. Type of School does not show significant difference between the mother-childs relationships with regard to Parent-childs relationship.37. Type of school does not show significant relationships between the father-childs adjustments with regard to their different dimension of child adjustment.38. Type of school does not show significant relationship between the mother-childs adjustments with regard to their different dimensions of Parent-childs adjustment.39. Type of school does not show significant difference in child relationship with regard to Parent-childs relationship.40. Type of Schools does not show significant difference between the child adjustments with regard to Parent-childs adjustment.41. Type of Schoo ls does not show significant relationship between the Academic Achievement with relation to Parent-childs relationship and Parent-childs Adjustment.42. Type of worry does not show significant difference between the father-childs relationships with regard to dimension of protecting behavior of Parent-childs relationship.43. Type of perplexity does not show significant difference between the father-childs relationship with regard to dimension of Symbolic Punishment Behaviour of Parent-childs relationship.44. Type of solicitude does not show significant difference between the father-childs relationships with regard to dimension of Rejecting Behaviour of Parent-childs relationship.45. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Object Punishment Behaviour of Parent-childs relationship.46. Type of Management does not show significant difference between the father-childs relationships with regard to dimensi on of Demanding Behaviour of Parent-childs relationship.47. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Indifferent Behaviour of Parent-childs relationship.48. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Symbolic Reward Behaviour of Parent-childs relationship.49. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Loving Behaviour of Parent-childs relationship.50. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Object Reward Behavior of Parent-childs relationship.51. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Neglecting Behaviour of Parent-childs relationship.52. Type of Management does not show signi ficant difference between the father-childs relationships with regard to Parent-childs relationship.53. Type of Management does not show difference between the mother-childs relationships with regard to dimension of protecting behavior of Parent-childs relationship.54. Type of Management does not show significant difference between the mother-child relationships with regard to dimension of Symbolic Punishment Behaviour of Parent-childs relationship.55. Type of management does not show significant difference between the mother-childs relationships with regard to dimension of Rejecting Behaviour of Parent-childs relationship.56. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Object Punishment Behaviour of Parent-childs relationship.57. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Demanding Behaviour of Parent-childs relationship.58 . Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Indifferent Behaviour of Parent-childs relationship.59. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Symbolic Reward Behaviour of Parent-childs relationship.60. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Loving Behaviour of Parent-childs relationship.61. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Object Reward Behaviour of Parent-childs relationship.62. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Neglecting Behaviour of Parent-childs relationship.63. Type of Management does not show significant difference between the mother-childs relationships with regard to Parent-childs relationship.64. Type of Management does not show significant relationship between the father-childs adjustments with regard to their different dimension of child adjustment.65. Type of Management does not show significant relationship between the mother-childs adjustments with regard to their different dimensions of Parent-childs adjustment.66. Type of Management does not show significant difference in child relationship with regard to Parent-childs relationship.67. Type of Management does not show significant difference between the child adjustments with regard to Parent-childs adjustment.68. Type of Management does not show significant relationship between the Academic Achievement with related to Parent-childs relationship and Parent-childs Adjustment.69. Locality does not show significant difference between the father-childs relationships with regard to their different dimension of Parent-childs relationship.70. Locality does not show significant di fference between the mother-childs relationships with regard to their different dimension of Parent-childs relationship.71. Locality does not show significant difference between the father-childs adjustments with regard to their different dimension of child adjustment.72. Locality does not show significant difference between the mother-childs adjustments with regard to their different dimension of child adjustment.73. Locality does not show significant difference between the child relationships with regard to Parent-childs relationship.74. Locality does not show significant difference between the child adjustments with regard to Parent-childs adjustment.75. Locality does not show significant difference between the Academic Achievement with related to Parent-childs relationship and Parent-childs Adjustment.76. There is no significant association between parent child relationship and parent childs adjustment.77. There is no significant association between parent childs relationship an d academic achievement.78. There is no significant association between parent childs relationship and academic achievement.79. There is no Correlation between Parent childs relationship and Parent childs adjustment.80. There is no Correlation between Parent child relationship and Academic achievement.81. There is no Correlation between Parent childs adjustment and Academic achievement of students.3.07 mode OF STUDYSurvey was made as per the present study among the Standard XII students in high schools of Chennai, Kanchipuram and Thiruvallur districts in Tamil Nadu to identify parent-child relationship, childs adjustment ancestry, academic achievement and other related variables.3.08 VARIABLES OF THE STUDYThe variables selected for the present study are given below3.08.01 RESEARCH VARIABLESParent-Child Relationship (independent variable)Childs Adjustment Inventory (dependent variable)Academic Achievement (dependent variable)The dimensions of parent-child relationship are given belo wProtectingSymbolic PunishmentRejectingObject PunishmentDemandingIndifferentSymbolic RewardLovingObject RewardNeglectingThe dimensions of childs adjustment inventory are given below hornySocialEducational3.08.02 OTHER VARIABLESGenderMediumType of SchoolsType of management of the schoolsLocality3.09 TOOLS USED IN THE STUDYThe investigator used the following tools in this studyParent child relationship scale (PCRS)Author Dr.Nalini Rao (1989)Adjustment inventory for school students (AISS)Author A.K.P.Sinha and R.P. Singh (1993)3.09.01 PARENT-CHILD RELATIONSHIP, CHILDS ADJUSTMENT INVENTORY AND ACADEMIC ACHIEVEMENTTo test the hypothesis framed for the present investigation, parent-child relationship scale and childs adjustment inventory has been used to collect information of the high school students.3.09.02 DescriptionThe comment of the parent childs relationship is given belowIt is a 5 point scale. The tool contains one C items categorized into 10 dimensions namely, protecting, symbo lic punishment, rejecting, object punishment, demanding, indifferent, symbolic reward, loving, object reward and neglecting. specifics of the scale are arrange in the same order as the dimensions and they dislocate in a cycle through the scale. Each respondent score the tool for both Father and Mother separately. Items are common to both parents.The description of the childs adjustment inventory is given belowIt is a 2 point scale. The tool contains 60 items categorized into three dimensions namely, emotional, social and educational. Items of the scale are arranged in the same order as the dimensions and they rotate in a cycle through the scale.3.09.03 AdministrationBefore administering the test, necessary instructions and directions were given to the students. No time condition is given to the students were asked to complete the inventory as early as possible.3.09.04 Scoring ProcedureParent child relationship scale (PCRS)Respondents are asked to rate statements as to their own perception of their relationship with either father or mother on a five point scale ranging from continuously to very rarely weighted 5, 4, 3, 2, and 1 on the scale points. The scale is scored separately for each of the parent thus every respondent obtains ten scores for father form and ten for mother form on the ten dimensions of the scale. Each sub-scale yields a score found by summing the scores of the ratings on each item of the sub-scale. give in 3.1Dimensions, Item of Number of Parent Child Relationship ScaleS.No.DimensionsItem Numbers1Protecting1,11,21,31,41,51,61,71,81,912Symbolic Punishment2,12,22,32,42,52,62,72,82,923Rejecting3,13,23,33,43,53,63,73,83,934Object Punishment4,14,24,34,44,54,64,74,84,945Demanding5,15,25,35,45,55,65,75,85,956Indifferent6,16,26,36,46,56,66,76,86,967Symbolic Reward7,17,27,37,47,57,67,77,87,978Loving8,18,28,38,48,58,68,78,88,989Object Reward9,19,29,39,49,59,69,79,89,9910Neglecting10,20,30,40,50,60,70,80,90,100Adjustment inventory for school stud ents (AISS)The questions were to be answered in Yes or No.The use of designer letters A, B and C corresponding to Emotional adjustment, Social adjustment and Educational adjustment enables the test user to discover readily questions relating to each measure. The total score indicates the general adjustment status.Table 3.2Dimensions, Item of Number of Childs Adjustment InventoryS.No.DimensionsItem Numbers1Emotional1,4,7,10,13,16,19,22,25,28,31,34,37,40,43,46,49,52,55,582Social2,5,8,11,14,17,20,23,26,29,32,35,38,41,44,47,50,53,56,593Educational3,6,9,12,15,18,21,24,27,30,33,36,39.42,45,48,51,54,57,603.10 PILOT STUDYAs pilot burner study was conducted to determine the suitability of the tools used in the present investigation, Random samples of 240 students were selected for the pilot study comparing 80 from Government school, Government-Aided 80 and 80 from head-to-head school, out of which 120 were boys and 120 girls and the reliability and validity were computed.3.11 ESTABLISHING RELIABILITY AND VALIDITYThe reliability of the parent-child relationship was found out by correlation method and the obtained suitability co-efficient of 0.91 (N = 240) suggest that the parent-child relationship are valuable for using the standardized tools.Table 3.3CORRELATIONS.No.DimensionsFatherMotherBoysGirlsBoysGirls1Protecting2Symbolic Punishment3Rejecting4Object Punishment5Demanding6Indifferent7Symbolic Reward8Loving9Object Reward10Neglecting3.12 MAIN STUDYThe validated tool was used for the main study to collect the necessary data the study was carried out in sestet schools in Chennai, Kanchipuram and Thiruvallur Districts in Tamil Nadu. In this investigation, the main aim is to study the effects of parent-child relationship on the childs adjustment and academic achievement of high school students.3.13.01 SELECTION OF THE SAMPLERandom sampling technique has been adopted to choose the samples. Random samples of 1129 students from Standard IX were selected from Chennai, Kanch ipuram and Thiruvallur Districts in Tamil Nadu.Table 3.4Distribution of tasteS.No.Name of the SchoolGovernment/ Aided/ PrivateBoysGirlsTotal1234563.13.02 SAMPLE DISTRIBUTIONTable 3.5TYPES OF SCHOOLBOYSGIRLSTOTALGOVERNMENTAIDEDPRIVATETOTALThe investigator obtained necessary permission from the principals of the school of education, for collection of data. The willingness and co-operation of the teachers from those institutions was also sought to administer the parent-child relationship, childs adjustment inventory and academic achievement marks. Thus the necessary data were collected during the academic year 2008 2010 from 1129 students of high school covering the whole taluk of Chennai, Kanchipuram and Thiruvallur Districts in Tamil Nadu.3.15 STATISTICAL TECHNIQUESSuitable statistical techniques were used to interpret the data to draw out a more meaningful result in the present study in the following statistical measures were used.Descriptive (Mean, Standard Deviation)Differential Analysis (t-test)Relational Analysis (Correlation)Chi-Square3.16 DELIMITATIONSThe study is confined to high school children (i.e) children between the age group of 13 to 15.The boundary of the sample area is restricted to the Taluk of Chennai, Kanchipuram and Thiruvallur Districts not covering the whole Tamil Nadu.The study is confined to the effects of parent- child relationship.The sizing of the sample of high school children is restricted to 1129 for the study.3.17 CONCLUSIONParent-child relationships undergo important transitions during adolescence, including a decrease in time spent with parents and a shift from colony to mutual reciprocity. Parents play a significant role in supporting their child with providing secure attachment during these transitions. Adolescents benefit from parental support that encourages autonomy development yet ensures continued monitoring and emotional connectedness. Specific parenting skills that promote attachment security and autonomy developmen t include psychological availability, warmth, active listening, Behaviour monitoring, limit setting, acceptance of individuality, and negotiation rules and responsibilities. Parental support during stressful periods of transition e.g., entry to high school) predicts positive adolescent adjustmentChildren who have experienced chaotic and contradictory parenting do not have the experience of regulation to guide their own efforts, nor the confidence in the caregiver (and consequently in themselves) required for self-regulation. Additionally, children who have been pushed to license at too early age because of their parents emotionally unavailable condition or too strict to tend or to adopt rigid firm strategies, which they attempt to use on their own. They do not learn to turn to parents or others to help them with regulation.