This study attempted to examine the relationship among parental involvement, peer grouprninfluence, parent-teacher relation and academic self-concept in relation to academicrnachievements. Besides, the impact of these variables as a function of academic achievementrnwas investigated. 351 primary school students (129, from grade 7 and 222, from grade 8), 70rnparents and 73 teachers were taken as participants of the study. Two measuring instrumentsrnthat were average academic achievement score of three consecutive semesters and parents,rnstudents and teachers self-report questionnaires were used to gather pertinent information.rnThe data obtained were analyzed by using statistical techniques of mean, standard deviation,rnperson correlation coefficient, t-test, multiple regression, analyses of variance (ANOVA) andrnpost hoc comparison. Results obtained through correlation analysis described that parentalrninvolvement, peer group influence, parent-teacher relation and academic self-concept hadrnsignificantly positive relation with students' academics achievement. The multiple regressionrnanalysis displayed that parental involvement, peer group influence, parent-teacher relationrnand academic self~concept had statistically significant contribution on students' academicrnachievement, explaining 62.6% of the differences in academic achievement. Of the variablesrntreated in the study, peer group influence was the best predictor variable to the studentsrnacademic achievement. Significantly students' academic achievement differences were resultedrndue to peer group influence, parental involvement, parent-teacher relation and academic selfconcept.rnThe t-test reveled that there existed significant mean variation between parents andrnsiudents toward parental involvement. Finally, it was concluded that peer group influences andrnparent-teacher relation were more important variables for the academic achievement of thernstudents under the study.