ACADEMIC MOTIVATION, SELF-ESTEEM, AND PARENTING STYLES AS A CORRELATES OF ACADEMIC ACHIEVEMENT OF FRESHMAN STUDENTS IN SELECTED GOVERNMENT UNIVERSITIES IN EASTERN

Abstract

The main purpose of this study was to investigate academic motivation, self-esteem, and parenting styles as a correlate of academic achievement of freshman's students in selected government universities in eastern. A correlational design was employed. This study included 386 respondents, who were selected using stratified random sampling. Data were collected through questionnaires. The collected quantitative data were analyzed using mean, standard deviation, stepwise multiple linear regression, and Pearson correlation. The first finding was that there was a statistically significant positive relationship between a student's grade point average and authoritative parenting style. The second finding was that there was a statistically significant positive relationship between student’s grade point average and intrinsic and extrinsic motivation. The third finding was also that there was a statistically positive relationship between student’s grade point average and self-esteem. The stepwise multiple linear regression analysis about the contribution of parenting styles, motivation, and self-esteem on freshman students’ academic achievement as measured by the stepwise multiple linear regression analysis coefficient (2.94) contributed 40%, (8.54) contributed 16%, and (2.48) contributed 35%, respectively. The conclusion is that parenting styles, academic motivation, and self-esteem are very important parts of student’s study lives and play an important role in their success. The study recommends that instructors, psychologists, and freshman programs should provide life skill training to freshman university students, and the universities should launch an awareness-creation program for parents and work together.