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Abstract

Academic achievements of school children are being affected by both emotional and cognitive factors. The present study was aimed at exploring the impact of study anxiety and parent-child relation on academic achievement of school children. For this purpose, Vocabulary and Reading Comprehension, an indigenous tool Study Anxiety Scale and Parent-Child Relationship Scale was administered on the sample of 419 school children; 201 boys; and 218 girls from 6 Government Schools of Lahore. Results indicated that higher study anxiety and perceived rejection and distant in parent-child relation cause lower academic achievement among school children. Results also showed that the girls are higher in both study anxiety and academic achievement than boys and boys perceived more parental rejection than girls. Results are discussed in a cultural context proposing a model showing possible links between different ecological factors and study anxiety.