INTERNATIONAL JOURNAL OF ADVANCE RESEARCH
IN MULTIDISCIPLINARY

Academic achievement during adolescence is influenced by multiple psychological, social, and environmental factors. Among these, parent–child relationship and academic anxiety play a critical role in shaping students’ educational outcomes. A positive parent–child relationship fosters emotional security, self-confidence, and academic motivation, whereas poor family interactions may contribute to stress, anxiety, and reduced academic performance. Similarly, academic anxiety has been recognized as a major psychological barrier that negatively affects concentration, learning efficiency, examination performance, and overall educational achievement. The present study investigates educational achievement, parent–child relationship quality, and academic anxiety among rural and urban adolescent students. The study further examines gender differences and explores the relationships among these variables. A descriptive survey design was employed, and data were collected from 500 adolescent students studying in secondary and higher secondary schools. Statistical techniques such as descriptive statistics, correlation analysis, t-tests, ANOVA, and multiple regression analysis were used for data interpretation. The findings reveal that urban students exhibit higher academic achievement and better parent–child relationships compared to rural students, whereas rural students report higher academic anxiety. Female students demonstrate slightly higher academic achievement but also higher anxiety levels than male students. Parent–child relationship is positively associated with academic achievement, while academic anxiety shows a significant negative relationship with educational performance. The study concludes that supportive family environments and effective anxiety-management interventions are essential for improving adolescents’ academic outcomes.