ABSTRACT

This study examined impact parent-child relationship (warmth) and parenting styles on academic engagement among adolescence in Enugu East local government area of Enugu state using 475participants from four randomly selected secondary schools in Enugu East local government of Enugu state (2 single sex schools- St. Patrick College, Emene and Trans-Ekulu Girls Secondary School; and 2 mixed sex schools- Model Ideal College Abakpa and Godfrey Okoye Secondary School, Thinkers’ Corner). A total of one hundred and fifty (150) copies of the instrument were administered to systematically randomly selected SS 1 & 2 students of each of the four schools the participants (191 Males and 284 Females) were aged between 13 years and 21 years with a mean age of 15.93 years and a standard deviation of 1.22. Parenting Style Inventory II (PSI-II); Parental Warmth Scale and Student Engagement Scale (SES) were used to collect data for the study.  Multiple Regression analysis was used to test the hypotheses via the Statistical Package for the Social Sciences (SPSS v23).The result of this study does not support the null hypothesis since parent-child relationship (warmth) made a statistically significant positive contribution in predicting academic engagement .The result of this study support the null hypothesis because responsiveness did not make statistically significant contribution in predicting academic engagement. The result of this study support the null hypothesis for the reason that autonomy did not make statistically significant contribution in predicting academic engagement .The result of this study does not support the null hypothesis since demandingness made a statistically significant positive contribution in predicting academic engagement. Among the three dimensions of parenting styles, only demandingness made a statistically significant positive contribution in predicting academic engagement.