The aim of this research was to investigate the relationship between students’ perception of parental and teacher support and monitoring, school achievement, satisfaction with a role of being a student and test anxiety, as well as differences in those variables with regard to gender. The research was conducted on 204 students from the first grade of three gymnasiums (141 female students and 61 male students). Instruments used in the study were: Scale of teacher support and monitoring constructed for this research, Scale of parental support and monitoring (Regner, Loose and Dumas, 2009), Subscale of test anxiety (Vulić-Prtorić and Sorić, 2002), as well as measurements of school achievement and satisfaction with a role of being a student. The results showed that female students, compared to male students, have higher level of test anxiety, that they are more satisfied with their role of being a student, observe higher level of parental support, as well as teacher monitoring. Students who reported a lower level of test anxiety and higher teacher and parental support assessed level of their own school achievement and satisfaction as better. With control of gender and test anxiety, teacher support was found to be the only significant predictor of average grade and satisfaction. Parental support and monitoring as well as teacher control were not found to be significant predictors of school achievement and student satisfaction. The study highlights the importance of teacher-student and parent-student relationship, which ensures educational outcomes for students.

parental and teacher support and monitoring, school achievement, student satisfaction