Relationship Between Self-Concept and Parent–Adolescent Relationship Among Higher Secondary Students: Moderating Roles of Teacher–Student Relationship and Academic Achievement
DOI:
https://doi.org/10.22555/joeed.v12i2.1406Keywords:
Academic achievement, Parent-adolescent relationship, Parent-teacher relationship, Self-concept, Quantitative Correlational surveyAbstract
This research aimed to find the moderating roles of teacher-student relationship and academic achievement in the association between self-concept and parent-adolescent relationship. This study included students of grade11, grade 12 and equivalent, ageing from 15 years to 19 years. A sample size of 270 was used and data was collected from different colleges by convenience sampling technique. Quantitative Correlational Survey research design was used to collect data. The survey consisted of consent and demographic forms followed by Adolescents’ Self-Concept Short Scale, Parent-Adolescent Relationship Scale and Student-Teacher Relationship Survey. Students’ academic achievement was measured by the percentage of marks they scored in exams. Data was analyzed using Regression Analysis and Moderation Analysis on IBM SPSS Statistics 21. The findings showed that there is a significant association between parent-adolescent relationship and self-concept. It was further revealed that the teacher-student relationship moderates the relation of parent-adolescent relationship and adolescents’ self-concept. However, academic achievement did not moderate the association between parent-adolescent relationship and self-concept. The findings may contribute to the Educational Psychology field by highlighting the important aspects that influence self-concept of students.
References
Álvarez, A., Suárez, N., Tuero, E., Núñez, J. C., Valle, A., & Regueiro, B. (2015). Implicación familiar, autoconcepto del adolescente y rendimiento académico. European Journal of Investigation in Health, Psychology and Education, 5(3), 293–311. https://doi.org/10.30552/ejihpe.v5i3.133
Aparício, G., Ferreira, M., Campos, S., Ribeiro, O., Amaral, O., Cruz, C., & Martins, R. (2020). Identifying emotions and feelings: Exploratory study with elementary and high school students. Acta Paulista de Enfermagem, 33, e-APE20190057. https://doi.org/10.37689/acta-ape/2020AO0057
Arens, A. K., Jansen, M., Preckel, F., Schmidt, I., & Brunner, M. (2021). The structure of academic self-concept: A methodological review and empirical illustration of central models. Review of Educational Research, 91(1), 34–72. https://doi.org/10.3102/0034654320972186
Bala, A. (2014). Behavioural health self-concept and students’ academic performances in college of education, Akwanga, Nasarawa State, Nigeria. World Journal of Young Researchers, 3(2), 31–37. http://rrpjournals.org/wjyr/en_wjyr_vol_3_iss_2_pg_31_37.pdf
Barreto-Zarza, F., Sánchez de Miguel, M., Ibarluzea, J., González-Safont, L., Rebagliato, M., & Arranz-Freijo, E. B. (2021). Family context assessment in middle childhood: A tool supporting social, educational, and public health interventions. International Journal of Environmental Research and Public Health, 18(3), 1094. https://doi.org/10.3390/ijerph18031094
Bohlmann, N. L., & Weinstein, R. S. (2013). Classroom context, teacher expectations, and cognitive level: Predicting children’s math ability judgments. Journal of Applied Developmental Psychology, 34(6), 288–298. https://doi.org/10.1016/j.appdev.2013.06.003
Booth, M. Z., & Gerard, J. M. (2011). Self-esteem and academic achievement: A comparative study of adolescent students in England and the United States. Compare: A Journal of Comparative and International Education, 41(5), 629–648. https://doi.org/10.1080/03057925.2011.566688
Brandt, N. D., Lechner, C. M., Tetzner, J., & Rammstedt, B. (2020). Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks. Journal of Personality, 88(2), 249–265. https://doi.org/10.1111/jopy.12482
Brown, J. D. (1998). The self. McGraw-Hill.
Brown, R. (2020). The social identity approach: Appraising the Tajfellian legacy. British Journal of Social Psychology, 59(1), 5–25. https://doi.org/10.1111/bjso.12349
Burke, K., Dittman, C. K., Haslam, D., & Ralph, A. (2021). Assessing critical dimensions of the parent–adolescent relationship from multiple perspectives: Development and validation of the Parent-Adolescent Relationship Scale (PARS). Psychological Assessment, 33(5), 395–410. https://doi.org/10.1037/pas0000992
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33–46. https://doi.org/10.1016/j.edurev.2015.01.002
Chen, S.-K., Yeh, Y.-C., Hwang, F.-M., & Lin, S. S. J. (2013). The relationship between academic self-concept and achievement: A multicohort–multioccasion study. Learning and Individual Differences, 23, 172–178. https://doi.org/10.1016/j.lindif.2012.07.021
Chohan, B. I., & Khan, R. M. (2010). Impact of parental support on the academic performance and self-concept of the student. Journal of Research and Reflections in Education, 4(1), 14–26.
Cocorad?, E., Curtu, A. L., N?stas?, L. E., & Vorovencii, I. (2021). Dropout intention, motivation, and socio-demographics of forestry students in Romania. Forests, 12(5), 618. https://doi.org/10.3390/f12050618
Crocetti, E., Albarello, F., Meeus, W., & Rubini, M. (2023). Identities: A developmental social-psychological perspective. European Review of Social Psychology, 34(1), 161–201. https://doi.org/10.1080/10463283.2022.2104987
Delgado, E., Serna, C., Martínez, I., & Cruise, E. (2022). Parental attachment and peer relationships in adolescence: A systematic review. International Journal of Environmental Research and Public Health, 19(3), 1064. https://doi.org/10.3390/ijerph19031064
Denessen, E., Keller, A., van den Bergh, L., & van den Broek, P. (2020). Do teachers treat their students differently? An observational study on teacher–student interactions as a function of teacher expectations and student achievement. Education Research International, 2020, 2471956. https://doi.org/10.1155/2020/2471956
Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102(3), 729–740. https://doi.org/10.1037/a0018863
Gniewosz, B., Eccles, J. S., & Noack, P. (2011). Secondary school transition and the use of different sources of information for the construction of the academic self-concept. Social Development, 21(3), 537–557. https://doi.org/10.1111/j.1467-9507.2011.00635.x
Grosz, M. P., van Aert, R., & Back, M. D. (2024). A meta-analytic review of the associations of personality, intelligence, and physical size with social status. Psychological Bulletin, 150(3), 253–291. https://doi.org/10.1037/bul0000416
Guo, J. P., Yang, L. Y., Zhang, J., & Gan, Y. J. (2022). Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students. Higher Education, 83(4), 809–828. https://doi.org/10.1007/s10734-021-00705-8
Habók, A., Magyar, A., Németh, M. B., & Csapó, B. (2020). Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics: Structural equation models of longitudinal data. International Journal of Educational Research, 103, 101634. https://doi.org/10.1016/j.ijer.2020.101634
Haktanir, A., Watson, J. C., Ermis-Demirtas, H., Karaman, M. A., Freeman, P. D., Kumaran, A., & Streeter, A. (2021). Resilience, academic self-concept, and college adjustment among first-year students. Journal of College Student Retention: Research, Theory & Practice, 23(1), 161–178. https://doi.org/10.1177/1521025118810666
Harris, M. A., & Orth, U. (2020). The link between self-esteem and social relationships: A meta-analysis of longitudinal studies. Journal of Personality and Social Psychology, 119(6), 1459–1477. https://doi.org/10.1037/pspp0000265
Herrera, L., Al-Lal, M., & Mohamed, L. (2020). Academic achievement, self-concept, personality and emotional intelligence in primary education: Analysis by gender and cultural group. Frontiers in Psychology, 10, 3075. https://doi.org/10.3389/fpsyg.2019.03075
Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Educational Psychology Review, 23(2), 249–286. https://doi.org/10.1007/s10648-011-9155-0
Huang, S., Hu, Y., Ni, Q., Qin, Y., & Lü, W. (2019). Parent–children relationship and internet addiction of adolescents: The mediating role of self-concept. Current Psychology, 40(5), 2510–2517. https://doi.org/10.1007/s12144-019-00199-9
Ibabe, I. (2016). Academic failure and child-to-parent violence: Family protective factors. Frontiers in Psychology, 7, Article 1538. https://doi.org/10.3389/fpsyg.2016.01538
Jasmi, A., & Hin, L. (2014). Student–teacher relationship and student academic motivation. Journal for Interdisciplinary Research in Education, 4, Article 6. https://doi.org/10.7603/s40933-014-0006-0
Jeynes, W. H. (2024). The association between relational parental involvement and academic outcomes: A meta-analysis. Educational Research Review, 44, 101119. https://doi.org/10.1016/j.edurev.2024.101119
Jhang, F.-H. (2017). Economically disadvantaged adolescents’ self-concept and academic achievement as mediators between family cohesion and mental health in Taiwan. International Journal of Mental Health and Addiction, 15(2), 407–422. https://doi.org/10.1007/s11469-017-9737-z
Jiun Yu Wu, Hughes, J. N., & Kwok, O. M. (2010). Teacher–student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48(5), 357–387. https://doi.org/10.1016/j.jsp.2010.06.004
Kanazawa, S. (2010). Intelligence and physical attractiveness. Intelligence, 39(1), 7–14. https://doi.org/10.1016/j.intell.2010.11.003
Lauermann, F., Meißner, A., & Steinmayr, R. (2020). Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology, 112(2), 364–384. https://doi.org/10.1037/edu0000377
Lee, H. J., Lee, J., Song, J., Kim, S., & Bong, M. (2022). Promoting children’s math motivation by changing parents’ gender stereotypes and expectations for math. Journal of Educational Psychology, 114(7), 1567–1585. https://doi.org/10.1037/edu0000743
Leflot, G., Onghena, P., & Colpin, H. (2010). Teacher–child interactions: Relations with children’s self-concept in second grade. Infant and Child Development, 19(4), 385–405. https://doi.org/10.1002/icd.672
Liu, X. (2024). Effect of teacher–student relationship on academic engagement: The mediating roles of perceived social support and academic pressure. Frontiers in Psychology, 15, Article 1331667. https://doi.org/10.3389/fpsyg.2024.1331667
Lu, M. S., Whittaker, J. E., Ruzek, E., Pianta, R. C., & Vitiello, V. E. (2023). Fostering early motivation: The influence of teacher–child relationships and interactions on motivation in the kindergarten classroom. Early Education and Development, 34(3), 648–665. https://doi.org/10.1080/10409289.2022.2055992
Luo, Y., Wu, A., & Zhang, H. (2021). Parental punishment and adolescents’ loneliness: A moderated mediation model of general self-concept and teacher–student relationships. Frontiers in Psychology, 12, Article 693222. https://doi.org/10.3389/fpsyg.2021.693222
Ma, L. H., Liu, J., & Li, B. (2021). The association between teacher–student relationship and academic achievement: The moderating effect of parental involvement. Psychology in the Schools, 59(2), 281–296. https://doi.org/10.1002/pits.22608
Marginson, S. (2024). Student self-formation: An emerging paradigm in higher education. Studies in Higher Education, 49(4), 748–762. https://doi.org/10.1080/03075079.2023.2252826
Marsh, H. W., Parker, P. D., Guo, J., Pekrun, R., & Basarkod, G. (2020). Psychological comparison processes and self-concept in relation to five distinct frame-of-reference effects. European Journal of Personality, 34(2), 180–202. https://doi.org/10.1002/per.2232
Minarto, M. I., Satiadarma, M. P., & Wati, L. (2021). Self-concept clarity and self-disclosure and their relationship with late adolescents’ conflict management modes. In Proceedings of the International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021) (pp. 1216–1223). Atlantis Press. https://doi.org/10.2991/assehr.k.210805.191
Mittal, S., Gupta, V., & Motiani, M. (2022). Examining the linkages between employee brand love, affective commitment, positive word-of-mouth, and turnover intentions. IIMB Management Review, 34(1), 7–17. https://doi.org/10.1016/j.iimb.2022.04.002
Möller, J., & Pohlmann, B. (2010). Achievement differences and self-concept differences: Stronger associations for above or below average students? British Journal of Educational Psychology, 80(3), 435–450. https://doi.org/10.1348/000709909X485234
Möller, J., Zitzmann, S., Helm, F., Machts, N., & Wolff, F. (2020). A meta-analysis of relations between achievement and self-concept. Review of Educational Research, 90(3), 376–419. https://doi.org/10.3102/0034654320919354
Moyano, N., Quílez-Robres, A., & Cortés Pascual, A. (2020). Self-esteem and motivation for learning in academic achievement: The mediating role of reasoning and verbal fluidity. Sustainability, 12(14), 5768. https://doi.org/10.3390/su12145768
Painter, F., Harverson, J., King, G., Evans-Whipp, T., Green, M. J., Mansour, K., … Australian Early Relational Health Network. (2025). Mapping the influence of infant–parent relational quality on life course relationships: A scoping review of prospective cohort studies. Clinical Child and Family Psychology Review. Advance online publication. https://doi.org/10.1007/s10567-025-00527-5
Pandey, P., & Thapa, K. (2018). Role of the teacher’s in academic performance of students. International Journal of Indian Psychology, 6(2). https://doi.org/10.25215/0602.058
Pesu, L. A., Aunola, K., Viljaranta, J., & Nurmi, J.-E. (2016). The development of adolescents’ self-concept of ability through grades 7–9 and the role of parental beliefs. Frontline Learning Research, 4(3), 92–109. https://doi.org/10.14786/flr.v4i2.249
Preckel, F., Niepel, C., Schneider, M., & Brunner, M. (2013). Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains. Journal of Adolescence, 36(6), 1165–1175. https://doi.org/10.1016/j.adolescence.2013.09.001
Raible-Destan, N., Stulz, N., Hepp, U., Ribeaud, D., Eisner, M., Steinhoff, A., & Kupferschmid, S. (2022). Self-rated physical attractiveness and its relation to psychological well-being across adolescence. European Journal of Developmental Psychology, 19(4), 528–546. https://doi.org/10.1080/17405629.2021.1931104
Ramanlingam, S., & Maniam, M. (2020). Teachers’ perspective on the importance of parents’ roles in students’ academic achievement using school and family partnership model (Epstein): A qualitative study. Universal Journal of Educational Research, 8(8), 3346–3354. https://doi.org/10.13189/ujer.2020.080806
Raoof, K., Shokri, O., Fathabadi, J., & Panaghi, L. (2024). Unpacking the underachievement of gifted students: A systematic review of internal and external factors. Heliyon, 10(17), e36908. https://doi.org/10.1016/j.heliyon.2024.e36908
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235–255. https://doi.org/10.1016/j.jsp.2011.10.005
Sanders, M. G. (2013). Schooling students placed at risk: Research, policy, and practice in the education of poor and minority adolescents. Routledge.
Sengsavang, & Krettenauer, T. (2015). Children’s moral self-concept: The role of aggression and parent–child relationships. Merrill-Palmer Quarterly, 61(2), 213–240. https://doi.org/10.13110/merrpalmquar1982.61.2.0213
Šimunovi?, M., & Babarovi?, T. (2020). The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: A review and directions for future research. Social Psychology of Education, 23(3), 701–719. https://doi.org/10.1007/s11218-020-09555-1
Spelke, E. S. (2023). Core knowledge, language learning, and the origins of morality and pedagogy: Reply to reviews of What babies know. Mind & Language, 38(5), 1336–1350. https://doi.org/10.1111/mila.12490
Stephanou, G., & Athanasiadou, K. (2020). Interpersonal relationships: Cognitive appraisals, emotions and hope. European Journal of Psychology and Educational Research, 3(1), 13–38. https://doi.org/10.12973/ejper.3.1.13
Szumowska, E., Szwed, P., Wójcik, N., & Kruglanski, A. W. (2023). The interplay of positivity and self-verification strivings: Feedback preference under increased desire for self-enhancement. Learning and Instruction, 83, 101715. https://doi.org/10.1016/j.learninstruc.2022.101715
Tamm, A., Tõugu, P., & Tulviste, T. (2024). Self-concept at different stages of life: How do early and late adolescents and young, middle-aged, and older adults describe themselves? International Journal of Behavioral Development, 48(5), 434–441. https://doi.org/10.1177/01650254241254103
Tosto, M. G., Asbury, K., Mazzocco, M. M. M., Petrill, S. A., & Kovas, Y. (2016). From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. Learning and Individual Differences, 50, 260–269. https://doi.org/10.1016/j.lindif.2016.07.009
Tus, J. (2020). Self-concept, self-esteem, self-efficacy and academic performance of the senior high school students. International Journal of Research Culture Society, 4(10). https://doi.org/10.6084/m9.figshare.13174991.v1
Van Goozen, S. H., Langley, K., & Hobson, C. W. (2022). Childhood antisocial behavior: A neurodevelopmental problem. Annual Review of Psychology, 73(1), 353–377. https://doi.org/10.1146/annurev-psych-052621-045243
van IJzendoorn, M. H., Bakermans?Kranenburg, M. J., Coughlan, B., & Reijman, S. (2020). Annual research review: Umbrella synthesis of meta-analyses on child maltreatment antecedents and interventions. Journal of Child Psychology and Psychiatry, 61(3), 272–290. https://doi.org/10.1111/jcpp.13147
Vasalampi, K., Pakarinen, E., Torppa, M., Viljaranta, J., Lerkkanen, M.-K., & Poikkeus, A.-M. (2020). Classroom effect on primary school students’ self-concept in literacy and mathematics. European Journal of Psychology of Education, 35(3), 625–646. https://doi.org/10.1007/s10212-019-00439-3
Veiga, F., & Leite, A. (2016). Adolescents’ self-concept short scale: A version of PHCSCS. Procedia – Social and Behavioral Sciences, 217, 631–637. https://doi.org/10.1016/j.sbspro.2016.02.079
Wang, Y., Wang, L., Yang, L., & Wang, W. (2024). Influence of perceived social support and academic self-efficacy on teacher–student relationships and learning engagement. Scientific Reports, 14, Article 28396. https://doi.org/10.1038/s41598-024-78402-6
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193–202. https://doi.org/10.1016/j.cedpsych.2010.03.002
Westfall, R. S., Millar, M., & Walsh, M. (2020). Effects of self-esteem threat on physical attractiveness stereotypes. Psychological Reports, 123(6), 2551–2561. https://doi.org/10.1177/0033294119860255
Wilkins, J. (2014). The development of a scale to explore the multidimensional components of good student–teacher relationships. Education Research and Perspectives, 41, 154–172.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 487662. https://doi.org/10.3389/fpsyg.2019.03087
Wu, H., Guo, Y., Yang, Y., Zhao, L., & Guo, C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. Educational Psychology Review, 33(6), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1
Yuan, S., Weiser, D. A., & Fischer, J. L. (2016). Self-efficacy, parent–child relationships, and academic performance. Social Psychology of Education, 19(2), 261–280. https://doi.org/10.1007/s11218-015-9330-x
Yunus, M. M., Osman, W. S., & Ishak, N. M. (2011). Teacher–student relationship factor affecting motivation and academic achievement in ESL classroom. Procedia – Social and Behavioral Sciences, 15, 2637–2641. https://doi.org/10.1016/j.sbspro.2011.04.161
Zuo, J., Huang, Y., & Ye, Y. (2024). Exploring the mediating role of learning behavior and parental participation in minors based on PLS-SEM model. In Proceedings of the International Conference on Computer Science, Engineering and Education Applications (pp. 580–590). Springer. https://doi.org/10.1007/978-3-031-84228-3_50
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Journal of Education and Educational Development
This work is licensed under a Creative Commons Attribution 4.0 International License.
