NAVIGATING THE EFFECT OF ACADEMIC ANXIETY AND PARENT CHILD RELATIONSHIP ON THE ACADEMIC SELF-EFFICACY AMONG THE SOCIOECONOMICALLY DISADVANTAGED STUDENTS

Abstract

The belief of an individual that they can succeed academically is known as academic self- efficacy, a crucial determinant of educational attainment and lifelong achievements. However, there are unique challenges confronted by socioeconomically disadvantaged students which undermine their sense of efficacy in academic pursuits. The study was conducted to examine the interplay of academic anxiety and parent child relationship on the academic self-efficacy among the socioeconomically disadvantaged students. A quantitative method approach was used to investigate the extent of influence on academic self-efficacy within this demographic in relation with academic anxiety and parent child relationship. The data collection was carried out through questionnaire which consisted of Academic Anxiety Scale, Parent Child Relationship Survey, and Academic Self-Efficacy Questionnaire. Correlational analysis and regression analysis was carried out for a comprehensive exploration of the interactions among these variables.