The Impact of the Parent-Child Relationship On Academic Self-Concept of Ability

Document Type

Student Presentation

Presentation Date

April 2016

Faculty Sponsor

Jennifer Weaver


The current study examines the associations of quality of parent-child relationships in middle school to student self-concepts of ability in math and English at the age of 15. It is hypothesized that there will be a positive relationship between the quality of the parent-child relationship and academic self-concept. Analyses were conducted using the NICHD Study of Early Child Care and Youth Development, a longitudinal study of 1,364 families from across the United States; 958 families were retained in the sample at age 15. The data collected includes an array of individual standardized tests, observations of family and school settings, and parent and teacher reports on behavior. Regression analyses yielded a trend for paternal warmth and support to predict higher student self-concept of ability in English. Results also indicated that maternal sensitivity significantly predicted higher self-concept of ability in math. These findings support the hypothesis, indicating a significant impact of the parent-child relationship and how well students perceive their abilities to be in English and Math.

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