PERCEIVED PARENTAL INVOLVEMENT AND SELF-ESTEEM AS PREDICTORS OF ACADEMIC ACHIEVEMENT AMONG NNAMDI AZIKIWE UNIVERSITY PRIMARY SCHOOL PUPILS, AWKA SOUTH L.G.A.

Abstract

The study examined perceived parental involvement and self-esteem as predictors of academic achievement among Nnamdi Azikiwe University Primary school pupil in Awka South L.G.A. Participants in the study were a total of 166 (males, 90) 54.2%, and (females 76) 45.8% pupils with mean age 10.0 years and standard deviation 1.283 years. Two hypotheses guided the study. Instruments used for data collection were the parental involvement questionnaire by Mejia et al., (2009), the self-esteem inventory developed by Piers-Harris (2018), and the third term promotion results for the 2024/2025 academic session was used to measure academic performance. Linear regression results revealed an overall significant model F (2, 163) =7.629, P <.001. Specifically, the beta coefficient for parental involvement was significant B =.291**, P <.001, while self-esteem was not confirmed. It was recommended that parents should devote more time to supporting the children in doing their assignments at home.

Keywords: parental involvement, self-esteem, academic achievement, pupils