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It is treated as a key indicator for academic affluence, shaped by home and school conditions. This correlational study analyzes 154 adolescents from Delhi to determine how home and school environment dimensions relate to scholastic achievement. Findings from correlation and regression show school control and rejection plus a permissive home environment predict female students’ achievement, while permissive, protective, and punishing home factors and school restrictions predict male students’ achievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/scholastic-achievement-among-adolescents-role-of-unique-aspects-of-home-and-school-conditions/593276/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/scholastic-achievement-among-adolescents-role-of-unique-aspects-of-home-and-school-conditions/593276.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study define as scholastic achievement?","Question",{"text":112,"@type":113},"The study describes scholastic achievement as the grade students receive after a period of specific instruction, based on developed knowledge, skills, and test results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design and sample size does the study use?",{"text":117,"@type":113},"The study uses a correlational research design and selects a sample of 154 adolescents from the Delhi region of India.",{"name":119,"@type":110,"acceptedAnswer":120},"How do home and school environments relate to scholastic achievement for females and males?",{"text":121,"@type":113},"For female adolescents, school control and rejection combined with a permissive home environment significantly predict scholastic achievement. For male adolescents, permissive, protective, and punishing home environments, along with restrictions in school settings, are significant predictors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593276,1792160850,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Asian Journal of Education and Training  \nVol. 10, No. 2, 118-123, 2024  \nISSN(E) 2519-5387 DOI: 10.20448/edu. v10i2 .5736  \n© 2024 by the authors; licensee Asian Online Journal Publishing Group  \nScholastic achievement among adolescents: Role of unique aspects of home and school conditions  \nYashpal Singh 1 􀀣   \nDavinder Singh Johal2   \n1,2Department of Psychology, Guru Nanak Dev University, Amritsar, Punjab, India. [1](1Email: ysyashpalsingh20@gmail.com)[Email:](1Email: ysyashpalsingh20@gmail.com)[ ](1Email: ysyashpalsingh20@gmail.com)[ysyashpalsingh20@gmail.com](1Email: ysyashpalsingh20@gmail.com)  \n2Email:  [davindersinghjohal@gmail.com](davindersinghjohal@gmail.com)  \n(􀀣 Corresponding Author)  \nAbstract  \nStudents generally consider scholastic achievement to be the grade they receive after a period of specific instruction. Researchers evaluate a person's scholastic achievement based on the knowledge and skills they have developed in the academic domain, as well as the test results they have obtained. Scholastic achievement is one of the critical parameters to measure affluence; therefore, researchers are keen to investigate the various dimensions that are going to affect it directly or indirectly. The present study focuses on analyzing the distinct dimensions of the home and school environment that show a direct association with adolescents' scholastic achievement. The study uses acorrelational research design. This study has selected a sample of 154 individuals from the Delhi region of India. The results obtained through correlation and regression analysis clearly indicate that control and rejection in school settings, along with a permissive home environment, significantly predict the scholastic achievement of female adolescents. The results also revealed that a permissive, protective, and punishing home environment, as well as restrictions imposed in a school setting, are significant predictors of male adolescents' scholastic achievement. From this, it can be concluded that the home environment and school environment dimensions play a pivotal role in the attainment of scholastic achievement among adolescents.  \nKeywords: Adolescents, Family, Home environment, Parents, Scholastic achievement, School environment, Teachers.  \nCitation | Singh, Y., & Johal, D. S. (2024) . Scholastic achievement among adolescents: Role of unique aspects of home and school conditions. Asian Journal of Education and Training, 10(2), 118–123. 10.20448/edu.v10i2.5736  \nHistory:  \nReceived: 12 February 2024  \nRevised: 4 April 2024  \nAccepted: 19 April 2024  \nPublished: 21 June 2024  \nLicensed: This work is licensed under a Creative Commons Attribution 4.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This study received no specific financial support.  \nInstitutional Review Board Statement: The Ethical Committee of the Guru Nanak Dev University, Amritsar, India has granted approval for this study on 25 January 2022 (Ref. No. 62/HG) .  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing.  \nCompeting Interests: The authors declare that they have no competing interests.  \nAuthors’Contributions: Both authors contributed equally to the conception and design of the study. Both authors have read and agreed to the published version of the manuscript.  \nContents  \n1. Introduction .................................................................................................................................................................................... 119  \n2. Theoretical Framework ................................................................................................................................................................ 119  \n3. Objective of the Study .......","cbCaidX4yW3lfJYF","https://ap.wps.com/l/cbCaidX4yW3lfJYF","pdf",307351,"English","# Introduction\n## Theoretical Framework\n## Objective of the Study\n## Method\n## Results\n## Discussion\n## Conclusion\n## Recommendations\n## Limitation\n## References\n## Contribution of this paper to the literature","[{\"question\":\"What does the study define as scholastic achievement?\",\"answer\":\"The study describes scholastic achievement as the grade students receive after a period of specific instruction, based on developed knowledge, skills, and test results.\"},{\"question\":\"What research design and sample size does the study use?\",\"answer\":\"The study uses a correlational research design and selects a sample of 154 adolescents from the Delhi region of India.\"},{\"question\":\"How do home and school environments relate to scholastic achievement for females and males?\",\"answer\":\"For female adolescents, school control and rejection combined with a permissive home environment significantly predict scholastic achievement. For male adolescents, permissive, protective, and punishing home environments, along with restrictions in school settings, are significant predictors.\"}]","Scholastic achievement among adolescents: Role of unique aspects of home and school conditions | PDF",1792076961,15]