Academic Achievement in Relation to Self-Confidence, Parental Attitude and Intelligence

The study aimed to explore the dynamic of self-confidence parental attitudes and intelligence in the relation to the academic achievement of secondary level learners specially, the objective was to find the relationship of self-confidence parental attitude and intelligence and the extent of their combine effect on the academic achievement. The Descriptive Survey Method was used to define the Correlational Research Design. A Total 100 secondary level learners were selected from different schools in Darbhanga district, Bihar, Standardized instruments were used to collect data: the Self-Confidence Inventory by R. Agnihotri, and the Parental Attitude Research Instrument (PARI) by U. Saxena. the Group Test of General Mental Ability by R. K. Tandon. Students' academic achievement was assessed based on their marks from the previous annual examination. The data were analyzed using Mean and Standard Deviation, Pearson’s Product Moment Correlation, and Multiple Regression. Study results showed that self-confidence, parental attitude, and intelligence of secondary level learners positively related to academic achievement, although the relationships were not statistically significant. Study results also showed that the statistically negative value of the combined effect of self-confidence, parental attitude, and intelligence was not significant in relation to academic achievement. Hence, the study concluded that self-confidence, parental attitude, and intelligence did not have a significant influence on the academic achievement of the selected secondary level learners. The study shows that academic achievement is the result of different social, psychological, and environmental factors.

Academic Achievement, Self-Confidence, Parental Attitude, Intelligence, secondary level learners.

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