Perceived Parental Acceptance-Rejection, Academic Expectation Stress and Academic Achievement of Male and Female Students

Authors

  • Sabina Sultana Professor, Department of Psychology, University of Rajshahi, Rajshahi-6205, Bangladesh
  • Md. Mobarak Hossain Research Scholar, Department of Psychology, University of Rajshahi, Rajshahi-6205, Bangladesh
  • Kazi Imrul Kayesh Assistant Professor, Department of Psychology, University of Rajshahi, Rajshahi-6205, Bangladesh
  • Soheli Aktar Research Scholar, Department of Psychology, University of Rajshahi, Rajshahi-6205, Bangladesh

DOI:

https://doi.org/10.25215/0604.011

Keywords:

Parental acceptance rejection, Academic expectation, Stress, Achievement, Students

Abstract

The present study was intended to find out the status of perceive parental acceptance-rejection, academic expectation stress and academic achievement of male and female students. For this purpose, Bengali version of Parental Acceptance Rejection Questionnaire (Adult PARQ), Academic Expectation Stress Inventory (AESI) was administered on 200 respondents including 100 males and 100 females. Result revealed that there was a significant (Plt;0.05) negative correlation between parental acceptance rejection and academic expectation stress of male and female students. A significant (Plt;0.05) negative correlation was also exist between parental acceptance-rejection and academic achievement of male and female students. However, academic achievement was found to be higher in female students than that of the male students.

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Published

2018-12-31

How to Cite

Sabina Sultana, Md. Mobarak Hossain, Kazi Imrul Kayesh, & Soheli Aktar. (2018). Perceived Parental Acceptance-Rejection, Academic Expectation Stress and Academic Achievement of Male and Female Students. International Journal of Indian Psychȯlogy, 6(4). https://doi.org/10.25215/0604.011

Issue

Vol. 6 No. 4 (2018): Volume 06, Issue 4, October-December, 2018

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.