Several studies have indicated that parental practices concerning education are closelyrnrelated to the educational pel/ormance of children besides some personality traits suchrnas academic self-concept and test-anxiety. The main plllpose of this study, thus, was torninvestigate the relationship belVveen pare11lal support and academic achievement onrnprimary school students in the C011lext of academic self-concept and test anxiety. Therndifferences in the extents of independent variables due to age, gender of children, familyrnstructure and parental education were also designed to be studied.rnThe data for this study were collected from 391 randomly selected sample subjects (198rnmales and 193 females) with the help of students self-report questionnaires. Thernmeasuring instruments - Parental Support, Academic Self-concept and Test-anxiety testsrnwere found to have reliability coefficients of. 97, .96 and. 84 respectively. Moreover, tiest,rnchi square test and item-total correlation were used to improve the item qualities.rnThe collected data were analyzed using statistical methods, like Descriptive statisticalrnmethods, Pearson product moment correlation, Step-wise multiple regression, andrnindependent sample t-test.rnStatistical results showed that there was high positive relationship between parentalrnsupport and the academic achievement of children. Significant difference was observed inrnthe practice of parental support due to gender, family structure and parental education.rnMoreover, academic self-concept and academic achievement were found to have highrnpositive correlation while test-anxiety and academic achievement were indicating highrnnegative correlation.rnStep-wise multiple regression analysis revealed that parental support and academic selfconceptrnwere the significant predictors of academic achievement, which accounted forrnabout 93% of the explained variance. However, the contribution of test anxiety onrnacademic achievement was not found to be significant.