Academic distress, perceived parental support, self-determination, and academic success among government and private university students
Background: Education is highly involved in enabling individual development offering wider career and upcoming possibilities. This study aimed to examine the association between academic distress, perceived parental support, self-determination, and academic success of students in government and private universities. Methods: The sample of the study comprised of 75 private university students and 75 government university students with an age range of 19−30 years from Lahore and Rawalpindi. The Student Stress Inventory to measure Academic Distress, Perception of Parents Scale to measure perceived parental support, The Self-Determination Scale to measure Self-Determination, and Academic Locus of Control Scale to measure Academic Success were used to recruit the data. Descriptive Statistics, Pearson Product Moment Correlation, Independent Sample t-test and Linear Multiple Regression analysis were used to analyse the data. Results: A significant correlation existed between Academic Distress, Perceived Parental Support, Self Determination and Academic Success among government and private university students. Academic Distress, Perceived Parental Support, and Self Determination are significant predictors of Academic Success among the students of both the government and private universities. Non-significant mean differences were found among the government and private university students in terms of academic distress and self-determination and significant differences were found in perceived parental support, and academic success. Conclusion: Academic distress has a negative impact on the academic success of the students and perceived parental support and self-determination act as boosters for their academic success.
Pak J Physiol 2020;16(1):44−7
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