This study investigated the relationship between types of parental attachment, levels of self-esteem and academic performance among students in Mixed-day secondary schools in Masinga Sub- County, Machakos County, Kenya. The objectives included assessing types of parental attachment, examining self-esteem levels, assessing levels of academic performance, and establishing the relationship between these variables. Materials and Methods: The study was informed by Maslow’s theory of need and Bowlby’s attachment theory and adopted correlational research design. The target population comprised 4,796 students, with a sample size of 356 participants selected through simple random sampling. Parental Attachment Questionnaire, the Rosenberg Self-esteem Scale, and Demographic Questionnaires were used to collect data. Statistical Packages for the Social Sciences (SPSS version 25) software, descriptive statistics (frequencies and percentages) and inferential statistics (Pearson’s product-moment correlation analysis) were used to analyze data. Results: The study found that most (53.3%, n = 213) of the participants scored anxious parental attachment, 25.4% (n = 121) were at avoidance parental attachment, and 21.3% (n = 105) had secure parental attachment. It was also found that 70.5% (n = 281) of the participants scored low self-esteem, 6.7% (n = 27) were at high self-esteem and 43.6% (n = 174) were average in academic performance, 42.9% (n = 171) had low academic performance, while 13.5% (n = 54) had a high academic performance. Conclusion: The study established a negative but significant relationship (r = -.852, p =.000) between avoidance parental attachment and self-esteem. There was a moderate significant relationship (r = -.313, p =.000 ≤ 0.05) between anxious parental attachment and self-esteem. There was a high positive significant relationship (r = .766, p =.000 ≤ 0.05) between secure parental attachment and self-esteem. There was a strong positive significant relationship (r = .630, p = .003, ≤ 0.05) between secure attachment style and perceived academic performance. The study recommended that parents should listen to their children and be fully present in their lives. The parents should be made aware of the crucial stage of development of their adolescents and fully collaborate with teachers in school activities whenever they are called upon
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