Access Type

Open Access Dissertation

Date of Award

January 2018

Degree Type


Degree Name



Educational Psychology

First Advisor

Cheryl Somers


The current study was an exploration of the role of the microsystem predictor of parental communication style as well as various intrapersonal factors on academic achievement. Previous research has not extensively explored the variable of parental communication style nor has it extensively studied the influence of this combination of variables on high school student’s academic achievement. Participants in this study were 226 high school students. The students were from schools in the mid-west. Goal orientation, parental communication style, and autonomy support emerged as factors, which significantly explained variance in student academic achievement. The demographic variables of school, ethnicity, and grade also emerged as factors, which did so. These findings are discussed, along with their implications.