Purpose of this research is to examine the correlation among parents behavior, and child’s self-respect and success in school when it is about 4th and 8th grade students. We did a research how age, gender and type and frequency of family interactions are influencing on child’s emotional state and success in school. 153 students of the fourth and eighth grades of primary school participated in this research, of which 89 (57.4%) were girls and 64 boys (41.3%). The average age of children is 11.5 years (the age range ranges from 9 to 15 years). The research included 98 fourth-grade students (63.2%) and 55 eighth-grade students (35.5%). The research instrument was a survey designed for the purposes of this research. It covered sociodemographic characteristics (age, gender, grade, and school achievement) of research participants, self-esteem (as measured by the Rosenberg Self-Esteem Scale (1965), and children's perceptions of parenting behavior (as measured by the Parental Perceptions Scale (Macuka, 2004)). Parenting actions that parents are using have significant influence to child’s development. Among the kids whose parents are actively involved in their education, we are noticing a series of positive outcomes such as better academic results and behavior. In individual dimensions of parenting, there are differences in behavior considering the gender and age group of the child. Variables of father’control, age and mother’s control are significantly contributing to explanation of variance of self-respect and success in school, while father’s control is predictor and together with other variables explains 28% of incommon variance of self-respect. In explanation of school success significant predictors are age and mother’s perception of control, that are together with other variables explaining 30% of incommon variance of school success.