PARENT AUTONOMY SUPPORT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR ACADEMIC ACHIEVEMENT IN PHYSICS
DOI:
https://doi.org/10.29121/shodhkosh.v5.i1.2024.3026Keywords:
Parent Autonomy Support, Autonomy Support, Psychological Control, Academic Achievement In Physics, Senior Secondary School Students, Gender, Locality, Type Of Institution, Type Of FamilyAbstract [English]
The goal of this study is to investigate the relationship between parent autonomy support and academic achievement in physics among the senior secondary school students. For fulfilling these objectives, a descriptive survey with correlational design was conducted in Kangra district of Himachal Pradesh. Simple random sampling was used to select a total of 120 Class 12 physics students. The instruments were used for the study P-PASS (Perceived Parental Autonomy Support Scale) that was adapted from Mageau et al., (2015) and a self-developed Achievement Test in Physics. The data were analysed and interpreted using appropriate statistical methods to deduce conclusions. The results suggest that there was no significant difference in autonomy support dimension 1 and psychological control dimension 2 of parent autonomy support of boys and girls, rural and urban, private and government, nuclear and joint family wise senior secondary school students. The results also shows that there is no significant difference between academic achievement of boys and girls, rural and urban, nuclear and joint family wise senior secondary school students in Physics. However, analysis also showed that there is significant difference between the academic achievement of private and government senior secondary school students in physics. Moreover, it found parent autonomy support dimension 1 and psychological control dimension 2 and academic achievement, both positively correlated.
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