Abstract:
This study investigated Parent-Child and Teacher-Pupil relationship as predictors of academic motivation and achievement among school children. Participants were 299 Primary 5 and 6 school pupils who were randomly selected from University of Nigeria, Nsukka primary school and St Mary’s primary school Ibeagwa-Aka, Nsukka. Their ages ranged between 7-12 years, with a mean age of 10.1. Cross sectional design was adopted. Three instruments were used for data collection. Parent as a Social Context Questionnaire (Child Report Version), Teacher as a Social Context Questionnaire (Child Report Version), and Eyo’s (1986) Adaptation of Herman’s Questionnaire Measure of Need Achievement. Four hypotheses were tested. Result of the regression analysis showed that parent-child relationship was a positively significant predictor of academic achievement (β=.16, t=2048, p<.01). Teacher-pupil relationship was also a predictor of academic achievement (β=.20, t=3.27, p<.001) and academic motivation (β=.36, t=5.77, p<.001), while parent-child relationship did not predict academic motivation. Implications and limitations were discussed and recommendations were made for further studies
