Influence of Parents on Academic Performance

Influence of Parents on Academic Performance of Adolescents Authorities parenting, psychosocial maturity and academic success among adolescents, study of Steinberg et al. (1989) describes that when a parents treat their child warmly, democratically, and firmly, they will develop positive attitudes, they will achieve more and do better in school. Multidimensional conceptualization of parent involvement in children’s schooling according to Grolmck’s (1994), it describes that parents must support their child specially to their experiences. Parental Involvement and academic achievement of peer accepted and peer rejected children, a study by Chowdhary and Jayasmita (1997), describes that parental involvement may have influence to the academic performance of a child as a accepted or rejected. Comparative study of parent-child relationships of high and low achievers, study by Kang et al. (1997); the Tiwari (1997) was used to develop this study, it used eight dimensions at parent and child relations such as acceptance, rejection, dominance-submission, encouragement-discouragement, love-hate, authoritarian-democratic, reward-punishment, trust-disburst, tolerance-hostility. In this study it reveals that children who had warm relationships with their parents achieved higher in classroom. Parent-child relationship and academic motivation, study of Suman et al. (2003), it revealed that the achievement motivation was higher when adolescents perceived their parents as loving and demanding. Sibling rivalry and relation to achievement motivation, study of Vasuki et. al (2004), data were from Neerakatwal’s (1988) and Deo Mohan’s Achievement Motivation Scale (1985), it showed that rivalry towards siblings, tended to have low levels of achievement motivation.
Effect of Peer Academic Reputation on Achievement Gest et. al (2005) argued that peer academic reputation (PAR) may influence children’s academic motivation and