I. Aptarashvili, T. Mamulashvili, T. Bursulaia

Tbilisi State University (GEORGIA)
The period of adolescence is a very difficult period, at this time the essential physical and psychological transformations impact significantly on adolescent behavior, interests and bids. So far, if the leading activity for a child was to learn, now it is changing and personal – emotional interaction ties become leading line (Vygotsky, 1967). Because of this greatly suffers learning process and academic achievement. Consequently, in this period is very important to support from family and school. The goal of our research was to examine what are the influence of the types of parental involvement in child’s life, Family support strategies and rearing style on adolescent academic achievement. 500 secondary pupils (age 16-18) and 500 parents participated in the study. The research method was structured interview. The interview matrix has been developed by experts and it has consisted statements that allow us to divide the parental child rearing patterns and the types of involvement. Assessment of student academic achievement was made through the annual academic marks and the final marks of the previous stages. Through these marks was made the Volatility index of the academic achievement. In our presentation, we will try to answer the following questions on example of the Georgian population:
• Does parental involvement have predictive value for children’s academic achievement? In particular, how true is the hypothesis: the higher is the parental involvement in the child's learning process, the less is the Volatility index of student’s academic achievement (decrease).
• Is there any relationship between the student's academic achievement and family-rearing style?
• What strategies of parental involvement are successful for a child to maintain academic achievement?

The findings revealed that
• There is significant influence of parental Child rearing patterns on adolescents’ achievement.
• Parental involvement types and strategies have a significant relationship with adolescents academic success.