ACADEMIC SELF-REGULATION AND STUDENT PERCEPTION OF PARENTS AS FACTORS OF SCHOOL ACHIEVEMENT

Abstract

The aim of the study was to examine a correlation between academic self-regulation (as a motivation measure), student perception of parents (their support, involvement and warmth) and school achievement of high-school students. The methods used in the study were survey method and a polling technique, and study instruments used were Children’s Perceptions of Parents Scale (Grolnick, Ryan i Deci, 1991, Goldin, 2007) and Self Regulation Questionnaire-Academic, SRQ-A (Ryan i Connell, 1989, Goldin, 2007). The study was conducted on a sample of 91 students of Music, Economic and Combined high-schools in Zenica. The results showed that there was no significant correlation between student motivation, perception of parents’ behaviour and school achievement, and that there was statistically significant correlation between fathers’ parenting behaviour and student school achievement. Also, there was no difference of statistical significance in nature of academic self-regulation, student perception of parents and school achievement between boys and girls, and respondents from rural and urban areas. Keywords: perception, motivation, self-determination, parenting style, school achievement

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