The present study investigated the relationship between parental and personal factors that influence students’ academic achievement. Although the determinants of academic success and failure have long been central topics in educational research, a substantial number of students continue to experience academic difficulties each year despite extensive studies and considerable investment in educational development.
A quantitative research approach and a correlational design were employed. The sample consisted of 382 male and female high school students selected through proportional stratified random sampling. Data were collected using standardized instruments, including Buri’s Parental Authority Questionnaire, Paulson’s Parental Academic Involvement Questionnaire, the Morgan–Jinks Academic Self-Efficacy Scale, the Schutte Emotional Intelligence Questionnaire, and the Academic Engagement Questionnaire developed by Short, Fleming, Guiling, and Roper.
Pearson correlation analysis revealed significant relationships between academic achievement and several variables: authoritative and permissive parental styles, parental involvement in schooling, academic self-efficacy, academic engagement, and emotional intelligence. These findings highlight the intertwined roles of parental influence and personal attributes in shaping academic performance.

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