Many studies have been carried on showing the relationship between parental attitudes and varia tions in the personality of the child. Research has demonstrated that negative parental attitudes, whether representing overt hostility, ambivalence, or a neutral, passive relationship between child and parents, may result in the following behavior al manifestations in children: 1) feelings of in security and extreme sensitivity to attention(5,6); 2) shy, withdrawn, submissive behavior (2); or 3) aggressive or dominant behavior (3, 8). Relatively little research has been carried on j which concerns itself with the influence of parent j attitudes on academic achievement (1,7), although j in reality achievement is one manifestation of personality. A student who fails to achieve up to i capacity may be a student who is not motivated to | do so, and one of the most important factors inj fluencing the motivation of children is parental j attitudes. Abraham Maslow of the Nebraska ? Symposium in 1955, explained this motivation to| wards achievement which results from parental acceptance in terms of self-actualization (4): So far as motivational status is concerned, healthy individuals have sufficiently gratified their basic needs for safety, belongingness, love, respect, and self-esteem so that they are motivated prim arily by trends toward self-actualization. The present study, then, was undertaken to de termine whether there is a significant relationship between parental acceptance,as perceived by both parents and children, and the academic achieve ment of the latter.