Objective: The aim of this study was to determine the contribution of self-esteem and some parental dimensions (behavioral control, psychological control and emotionality of mothers and fathers) to children’ s academic achievement. Also, we wanted to examine the mediating effect of children’ s self-esteem on the relationship between these parental dimensions and academic achievement. Method: The research was conducted on the sample of 102 schoolchildren aged 12 to 15 years (66 girls and 36 boys). Children self-esteem was measured with Coopersmith’ s Self-esteem Inventory - SEI (adapted by Lackovic-Grgin and Bezinovic, 2002). Parental dimensions of behavioral and psychological control and emotionality were assessed with Children Report of Parental Behavior Inventory – CRPBI – 57 (Keresteš, 1999). Children’ s average final grade at the end of past midterm was used as a measure of their academic achievement. Results: The regression analysis shows that mother’ s psychological control and children’ s self – esteem significantly contribute to academic achievement. Baron and Kenny (1976) procedure was used to examine the mediating impact of children’ s self-esteem on the relationship between parental dimensions and academic achievement. The results revealed that children self-esteem indeed mediate this relationship. Conclusions: Higher academic achievement was positively associated with self – esteem and negatively with mother’ s psychological control. Children’ s self – esteem mediated the relationship between dimensions of parenthood and children school success.

Psychology