Academic Performance in Adolescent Students: The Role of Parenting Styles and Socio-Demographic Factors – A Cross Sectional Study From Peshawar, Pakistan (original) (raw)
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PARENTING STYLES AS A PREDICTORS OF ACADEMIC ACHIEVEMENT OF STUDENTS
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Parenting styles and academic achievement of young adolescents: A systematic literature review
Literature accords the importance of parenting style and their impact on young adolescent’s behavior. There are many factors that affect the academic performance of children and parenting styles is one of the significant factors of academic performance. But there is lack of research that integrates and systemizes the relationship between parenting styles and academic performance especially in Pakistan. The unit of analysis of this research was studies that were previously conducted on parenting styles and academic performance of young children. Main focus of search was to availability of data that is most recent and relevant, so this research paper focuses on 39 studies. Articles from seven databases (Google Scholar, Science Direct, Taylor and Francis Journals,Web of Science, JSTOR, Springer link and SAGE Journals) were identified related to the topic using a pre-established set of terms that included both parenting styles and academic performance. All the studies highlighted that parenting styles affect the academic achievement of adolescents. It was analyzed that authoritative parenting style is the most effective parenting style in enhancing the academic performance of young children. More research is needed on parenting styles in different continents to have an understanding of the cultural effect of parenting styles on the academic performance of adolescents. Implications for parents and policy makers are discussed.
Impact of Parenting Styles on Academic Achievements of University Students in Bahawalpur
International Journal of Management Research and Emerging Sciences
This study intended to explore the impact of different parenting styles on academic achievements of the university students. Randomly selected 91 male and 109 female students from different departments of the Islamia University of Bahawalpur were participated in the study. The data was collected with their consent through two scales. The first scale was parental Authority Questionnaire Revised version used to measure Parental authority. Second was Academic Performance scale which used to measure academic performance of students. The results were derived through statistical analysis of the data, using SPSS software. As hypothesized, it was found out that the authoritative parenting style boosts the academic achievements of the university students. Parenting styles also have significant impact on the academic achievements. Gender and family system was found significantly different but the locality of the students was insignificant. Present research has contributed in gaining the deepe...
Parenting Style and Its Effects on Academic Achievement of Children
The present study was undertaken to assess the effect of parenting style on adult's academic achievements to explore the relationships of different parenting style on adult academic achievements. The sample was 80. The age range was from 17 years to 22. There was an inclusion criterion regarding the education and level of the university students. The sample was taken from the student of the BS from the Islamia University of Bahawalpur. The student was provided Urdu version scale for their parents; the result finding is that, authoritative parenting style has more effect on student academic achievement as compared to other two authoritarian and permissive parenting styles. The student academic achievements positively correlated with the father parenting style. The students' academic achievements also correlated with mother parenting style but not so strongly, as with father's parenting style. Whereas, the correlation of academic achievements and parenting is highly positive.
Heliyon, 2020
Background: This research investigated the association between school role in improving parenting skills and the academic performance of secondary school students. And to examine the role of student gender, literacy status of the parents and parental importance to children education in the association between school role in improving parenting skills and students' academic performance. Methods: A multistage stratified random sampling technique was adopted to portray information from 448 students on a Likert scale. Chi-square, Kendall's Tau-c tests were used to determine the direction and strength of association among variables. Results: The results depicted that the association of children's academic performance was found significant (P ¼ 0.000) and positive (Tau-c ¼ 0.215) with school capacitating parents how to monitor and discuss schoolwork at home with children, assisting parents in setting academic goals for children (P ¼ 0.000, Tau-c ¼ 0.225). Moreover, the respondent's gender, parent literacy status and parental importance to children's education explained variation in the association between school role in improving parenting skills and children's academic performance. Conclusions: The school role in improving parenting skills significantly and positively contributed to children's academic performance. Moreover, boys, children of literate parents and children whose parents give more importance to their education with school active role in improving parenting skills were more liable to score higher grades.
Relationship between Parenting Style and Academic Achievement among Iranian Adolescents in Sirjan
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The purpose of the present study was to determine the relationship between parenting styles and academic achievement among adolescents in Iran. The respondents were 382 high school adolescents (251 female and 131 male) in the age range of 15 to 18 years old from selected high schools in Iran. The instrument used to measure parenting style was the parenting style scale by . The result of the study indicated that authoritative parenting style has positive significant correlation with academic achievement, while permissive parenting style has negative correlation with academic achievement. The result of the study also showed that there is no significant relationship between authoritarian parenting style and academic achievement. The results of the present study implied that academic achievement among adolescents can be enhanced through positive parenting style. Thus, it is recommended that parents be equipped with knowledge and skills appropriate to the needs and development of their adolescents children.
ROLE OF PARENTING STYLES IN ACADEMIC PERFORMANCE OF COLLEGE STUDENTS
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PARENTING STYLE AND ACADEMIC ACHIEVEMENT
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IMPACTS OF PARENTAL SUPPORT ON ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS IN ISLAMABAD
Parental support is considered to be one of the strongest factors in student academic success as demonstrated by the literature of sociology of education. This study examines the impacts of parental support on academic performance of students in Islamabad. Supportive parents keep check and balance on their children and provide a guiding mechanism for their academic matters. Child’s academic performance assisted through regular monitoring, consistent meetings with child and check directly all the matters of school and class improves the academic performance. This study was conducted under a quantitative research design with a sample size of 60 respondents was limited to different schools of Islamabad. Simple random sampling technique was employed for the data collection. Field data was coded in SPSS and Chi Square test was applied to check the association between two: Parental support and Academic performance of students. Results of the present research highlighted that there is a significant association among parental support and student’s academic progress. Students showed higher academic performance whose parents were more supportive and involved in academic activities as compared to those whose parents were less supportive
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The study determined the parenting styles affected the academic achievement of Junior High School Learners in the West I District of the Division of Iligan City. The study's goal was to ascertain parental participation and parenting style in relation to Junior High School learners' academic achievement as measured by their overall average during the second quarter of the academic year 2022-2023. The study used a descriptive-correlational research approach that was adopted by the researchers. The respondents to the study were chosen at random from the West I District of the Division of Iligan City. Findings showed that the respondents' parents tended to parent authoritatively most of the time. The outcome revealed that the weighted mean was occasionally misconstrued. Additionally, the respondents' parents exercised an authoritarian parenting style. The outcome showed that the weighted mean was occasionally misconstrued. The respondents' parents used a lenient parenting approach. Additionally, the outcome demonstrated that the weighted mean was occasionally viewed as inattentive parenting on the part of the respondents' parents. In contrast to authoritative parenting methods, the null hypothesis, which claimed there was no significant correlation between respondents' academic achievement and their demographic profile in terms of authoritarian, permissive, and neglectful parenting styles, was not rejected. This implied that authoritative parenting style was the only predictor that affected the respondents' academic performance.