Self-concept, parental support and academic satisfaction amongst students in selected public secondary schools in mukono municipality, mukono district

Abstract

This study examined the relationship between self-concept, parental support, and academic satisfaction of students in public secondary schools in Mukono Municipality. Using a correlational survey design, data was collected using a structured questionnaire from a random sample of 298 students, selected in three public secondary schools. Data was analysed using descriptive statistics, Pearson correlation and linear regression analysis. The findings revealed that a positive significant relationship existed between self-concept and academic satisfaction (r=29, p=.01); and between parental support and academic satisfaction (r= 407, p=. 01). Both parental support and self-concept positively predicted (β =.27, p<. 05) academic satisfaction of students. Parental support increased the contribution of self-concept to academic satisfaction. This means that, parental support is a very important factor in determining whether the self-concept of students can help them to have a positive perception of their academic lives. Therefore, ensuring good parental support can increase students' interest in academic pursuits, leading to higher academic satisfaction. It is recommended that to increase academic satisfaction and success of secondary school students, parenting programmes should be initiated on media and at community level to train parents on the skills of building their children's self-concept through their daily interactions and effectively using these interactions to mould better interest and involvement in their education.