Paternal and Teacher Behaviors as Predictors of Academic Achievement in Gilgit - Baltistan-Pakistan

Abstract

This research estimates the predictive power of perceived paternal rejection and teachers’ supportive and controlling behavior for students’ academic achievement. It is hypothesized that perceived childhood paternal rejection would negatively predict students’ current academic achievement; teachers’ supportive behavior would positively, while teachers’ controlling behavior would negatively predict students’ academic achievement; and that there would be gender differences in perceived childhood paternal acceptance-rejection, teachers’ supportive and teachers’ controlling behavior, and academic achievement. Adult Parental Acceptance-Rejection Questionnaire / Control: Father-Short Form, Students’ Perception of the Teachers‟ Supportive Behavior, and Students’ Perception of the Teachers‟ Controlling Behavior Questionnaires (Prihadi et al., 2010) were administered to a sample of 166 (92 males & 74 females) students from various academic institutions in Gilgit-Baltistan-Pakistan, while their obtained marks in last examination were recorded to assess their academic achievement. Our findings revealed that perceived father rejection during childhood and teachers’ controlling behavior are significant predictors of students’ current academic achievement while teachers’ supportive behavior is insignificant predictor of students’ current academic achievement. Additionally, gender difference was also observed in teachers’ controlling behavior and academic achievement