50 Factors Affecting Academic Achievement of School Children A. Q. SIDDIQUI, M.D., D.P.M.(LONDON), Lecturer in Psychiatry S. G. TEWARI, M.D., D.M., Reader in Medicine M. SULTANA, M.A., D.M. & S.P., Psychologist at the Psychiatric Unit, Department of Medicine, J. N. Medical College A.M. U., Aligarh M. A. MALIK, M.D., D.C.H., Lecturer in Paediatrics P. AHMAD, M.D., D.C.H., Reader in Paediatrics at the Department of Paediatrics, J.N. Medical College, A.M. U., Aligarh INTRODUCTION HE GENERAL belief is that if child is intelli- gent, he should perform well at school but they forget that the child is aggregate of other psycho- social factors interacting in the development of the personality of the child which promote or demote child’s achievement at school. The behaviour or the personality of the individual is the outcome of the interaction of many environmental factors in which the child is socialised. Therefore, in the family nucleus, parental attitudes in child rearing and disciplining the child, socio-economic status and educational status of the parents have significant effect on child’s achieve- ment in school. Keeping in view all the previous available information regarding this aspect, the present study was planned to assess the relationship between academic performance with intelligence, socio-econo- _ mic status and parental attitude. MATERIAL AND METHOD A S A M P L E O F 500 school children from 12 to 15 years of age group have been selected from two different schools of Aligarh city: 1. Our Lady of Fatima Convent School - Aligarh. 2. Naurangilal Government Inter College - Ali- garh. For the assessment of scholastic achievement, two previous years examinations marks have been taken from the college record and the average score of each student obtained. For the determination of high and low academic performance, those who obtained 60% and above marks were considered as high achievers and less than 45% were considered as low achievers. Thus, the final sample of 200 students (100 high and 100 low achievers) have been selected. Following standardised tools were used to assess the socio-economic status, intelligence and family relationship. 1. G. P. Srivastava’s Socio-economic Status Scale (urban). 2. P. N. Mehrotra’s Verbal and Non-verbal Test of Intelligence. 3. G. P. Sherry and J. C. Sinha’s family relationship inventory. I Results TABLE No 1 MOTHER ACCEPTANCE Z=1.33 (insignificant at .05) Table No. 1 indicates the mother acceptance among the group of high and low achievers, no significant difference was found among these groups. TABLE NO. 2 ’ FAI I I L R ACCEPTANCE Z=1.94 (insignificant at .05) ’ The mean acceptance of father (17.71) was observed higher in the group of high achievers as compared to low achievement group. But the variation was slightly higher among low achievers. However no statistical significant different was found between high and low achievers regarding the father’s acceptance (Table No. 2). .. _ TABLE NO. 3 , _ _ ’. , MOTHER CONCENTRATION Table No. 3 shows that the mother concentration was observed higher in the low achievement group as