Parent- adolescent relationship and peer pressure as predictors of academic self - concept: The mediating role of delinquent behaviour

Abstract

Academic self-concept has positive impact on an individuals‟ educational and behavioural outcome. This study therefore aimed at examining if parent-adolescent relationship and peer pressure were influencers of academic self – concept at the adolescent stage. It sought to ascertain the family structure with adolescents that exhibit more delinquent behaviour and the role that delinquent behaviour plays as a mediator between the relationship between parent - adolescent relationship and academic self-concept as well as peer pressure on academic self-concept. To achieve this, the correlational research design was used. The multistage sampling which included the simple random sampling, proportionate stratified sampling and convenience sampling were employed. Three hundred and thirty-one respondents took part in the study. The data collection instrument was a questionnaire. One-way Analysis of Variance (ANOVA), simple and multiple linear regressions were used for the analysis of data as well as process for mediation. The study revealed that parent-adolescent relationship and peer pressure were contributors of adolescent‟s academic self-concept but on a rather lower level. Difference in the exhibition of delinquent behaviour among adolescents in the three family structures was not evident and delinquent behaviour did not influence the relationship between parent-adolescent relationship and peer pressure on academic self – concept. It was recommended that parents and guardians should continue to monitor, guide and correct their children at the adolescent stage. Educational psychologist in collaboration with curriculum developers should incorporate peer reviews and peer activities in lessons. Guidance and counselling