Academic Motivation and Academic Achievement Among Secondary School Children: Moderating Role of Child-Parent Relationship

Abstract

Over the past few decades, educational psychologists have been focused to find out
factors associated with higher academic achievement and it has been found that
academic motivation is one of the most important psycho-educational factors
predicting academic achievement. Another factor that has significant impact of
academic achievement is child- parent relationship. The present study aims to find out
the relationship between academic motivation and academic achievement while taking
child-parent relationship as a moderator. The study will add insight to the previous
findings and will provide a much deeper understanding between the relationship
between academic motivation, academic achievement and child-parent relationship.
Total 200 students from different schools of Islamabad were selected. Cross sectional
research, design was used and the data was collected through random sampling
techniques. To assess the academic motivation, “Academic Motivation Scale” was used.
To assess the child-parent relationship, “Parental Bonding Scale” and for academic
achievement percentage, were used. The results showed that the academic motivation
is positively and significantly associated with the academic achievement. Further, the
findings showed the significant moderation effect of parental conflict between the
academic motivation and academic achievement.