Parental Acceptance and Academic Achievement of Tribal and Non-Tribal Children of Bangladesh

Abstract

Abstract:The present study designed to explore the relationship between parental acceptance and academic achievement of tribal and non tribal children of Bangladesh. For this purpose, Bangla Version (Uddin, 2011) of PARQ/CQ (Short Form) for mother and father (Originally by Rohner, 2005) was administered on 96 respondents (48 tribal and 48 non-tribal) selected purposively from Khagrachari district, Bangladesh. Results indicated significant negative correlations between maternal acceptance scores and academic achievement scores and between paternal acceptance scores and academic achievement scores. Furthermore, results revealed significant differences in maternal acceptance, paternal acceptance and academic achievement between tribal and non-tribal children. From the results parental acceptance (maternal and paternal acceptance) found to be a stronger predictor of academic achievement where maternal acceptance created 8.3% variations and paternal acceptance created 10.3% variations in academic achievement of tribal and non-tribal children.Key words: Maternal acceptance, paternal acceptance, academic achievement, children, ethnicity. mvivsk t evsjv ‡` ‡ki DcRvwZ I A-DcRvwZ wkï ‡`i gv-evev KZ… © K Mª nY ‡hvM¨Zv I wk ¶v ‡ ¶ ‡Î K… wZi g ‡a¨ m¤úK© Aby mÜv ‡bi Rb¨ eZ© gvb M ‡elYvwU cwiPvwjZ n ‡qwQj| G D ‡Ï ‡k¨ wkï ‡`i Dc ‡hvMx K ‡i ˆZwi gv-evev KZ© " K MÖ nY ‡hvM¨Zv -cÖ Z¨vL¨vb gvYK (PARQ/CQ, Short Form) Gi evsjv Aby ev` (DwÏb, 2011) evsjv ‡` ‡ki LvMovQwo ‡Rjv n ‡Z D ‡Ïk¨gjKfv ‡e wbev© wPZ 96 Rb wkï (48 Rb DcRvwZ, 48 Rb A-DcRvwZ ) Gi Dci cÖ ‡qvM Kiv n ‡qwQj| djvd ‡j †`Lv hvq, gv KZ… © K MÖ nY ‡hvM¨Zv mvdj¨vsK I wk ¶v ‡ ¶ ‡Î K… wZ mvdj¨vsK Ges evev KZ… © K MÖ nY ‡hvM¨Zv mvdj¨vsK I wk ¶v ‡ ¶ ‡Î K… wZ mvdj¨vs ‡Ki g ‡a¨ Zvrch© cY© wecixZgLx mnm¤úK© we`¨gvb| djvd ‡j AviI †`Lv hvq, gv KZ… © K MÖ nY ‡hvM¨Zv, evev KZ© " K MÖ nY ‡hvM¨Zv Ges wk ¶v ‡ ¶ ‡Î K… wZ Gi † ¶ ‡Î DcRvwZ I A-DcRvwZ wkï ‡`i g ‡a¨ Zvrch© cb© cv_© K¨ we`¨gvb| GQvovI djvd ‡j DcRvwZ I A-DcRvwZ wkï ‡`i gv-evev KZ© " K MÖ nY ‡hvM¨Zv wk ¶v ‡ ¶ ‡Î K… wZ ‡Z¡ ZviZg¨ m" wói † ¶ ‡Î ¸i"Z¡ cỸ© cÖ fveK wnmv ‡e KvR K ‡i †hLv ‡b gv KZ© " K MÖ nY ‡hvM¨Zv wk ¶v ‡ ¶ ‡Î K… wZ ‡Z¡ i † ¶ ‡Î 8.3% Ges evev KZ… © K MÖ nY ‡hvM¨Zv wk ¶v ‡ ¶ ‡Î K… wZ ‡Z¡ i 10.3% ZviZg¨ m" wó ‡Z m ¶g|

Academic Resilience Among Deaf Learners During E-Learning in the COVID-19 Era

“…These results imply that good and moderate to high deaf learners' academic and computer user self-efficacies, as well as positive parental acceptance, will predict a high inclination of resilience for digital learners among the deaf during a challenging time such as the one presented by COVID-19. This current finding substantiates the results of past studies such as those by , Aktar et al (2013), Bedrossian (2021), Compeau and Higgins (1995), Merdinger et al (2005), Mwangi, et al (2017, Rohner et al (2005), Rohner (2004), Sun and Rueda (2012).…”

“…This finding implies that a positive and enabling psychosocial environment could further enhance the AR of deaf learners towards online learning activities. The current finding corresponds to research evidence provided by Aktar et al (2013), Ali (2011), Rohner andKhaleque (2006), andSart et al (2016) who allude that warmth within the home environment and the quality of the affection, bond and cordial family relationship between parent/family members can improve the psychosocial functioning of children with disabilities. Aktar et al (2013) affirm that irrespective of the onset of the disabling condition or gender, children with special educational needs tend to function optimally when shown the care and acceptance needed.…”

“…The current finding corresponds to research evidence provided by Aktar et al (2013), Ali (2011), Rohner andKhaleque (2006), andSart et al (2016) who allude that warmth within the home environment and the quality of the affection, bond and cordial family relationship between parent/family members can improve the psychosocial functioning of children with disabilities. Aktar et al (2013) affirm that irrespective of the onset of the disabling condition or gender, children with special educational needs tend to function optimally when shown the care and acceptance needed. In a similar manner Rohner et al (2005), Rohner and Khaleque (2006) and Rohner et al (2012) established an association between the acceptance/rejection of child, socialisation and the learning outcomes of children.…”

“…Described as a form of warmth dimensions of parenting, Aktar et al (2013) further note that PAR is a continuum which describes the quality of the affection, bond and relationship existing between parents and their children with disabilities. Irrespective of gender, the onset of hearing loss or culture, every child needs to enjoy parental acceptance, care, love, and positive reinforcement (Rohner et al, 2005).…”