Parenting Style, Social Development and Academic Performance of Junior High School Pupils (original) (raw)
Related papers
2017
This study investigated the influence of parenting styles on academic performance of secondary school students in Niger state, Nigeria. The study employed a correlational design to measure the relationship between parenting styles and academic performance. A sample of 380 junior secondary school students during 2013/2014 academic session was selected from public schools through simple random sampling technique. The research instrument used was Parenting Styles Questionnaire (PSQ) which measured parenting styles across authoritative parenting, authoritarian parenting, and permissive parenting styles. The PSQ was validated through content validity and had a reliability coefficients alpha of .800. The second instrument was academic achievement tests in English language and Mathematics which were developed by subject teachers teaching at the SSS level and their content and construct validity were determined by the inspectors in charge of these specialty areas at the Inspectorate Division, Ministry of Education, Minna. The statistical tools used for analysis of the data include mean, standard deviation, and Pearson Product Moment Correlations. The findings revealed that there were positive correlations between parenting styles and academic performance of JSS students with correlation values expressed as: Authoritative parenting style (r = .154, p< 0.05), authoritarian parenting style (r = .102, p< 0.05), and permissive parenting style (r = .066, p>0.05). Based on the findings of this study, it is recommended that parents should encourage, support and monitor academic activities of children to improve their performance.
Parenting Style: Its Impact to Academic Performance among Junior High School Students
Psychology and Education: A Multidisciplinary Journal, 2024
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.
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.
2014
The main purpose of this research is investigating the relationship between parenting styles on children's social development in high school students in district 2 of Kerman. The population of the study was male and female high school students in district 2 of Kerman. The study sample consisted of 50 high school students in Kerman (district 2). Random sampling was a sampling technique in this study. In this case, 25 boys and 25 girls were selected. In this study, methods for assessing parenting practices was Diana Bamrind Parenting Scale and Vienland scale was used for measuring social development. The data obtained by these methods were calculated by descriptive and inferential statistics. The results showed that there is a significant relationship between authoritative parenting styles and social development and the permissive and authoritative parenting styles had no impact on the social development.
PARENTING STYLE AND ACADEMIC ACHIEVEMENT
The present study aims to examine the influence of parenting style on academic achievement of the adolescents. Parents are the main source of influence for their children. They do not only nurture the children physically but their styles of nurturance contribute to the development of the children’s psyche as a whole. Parenting, as the style of child upbringing, refers to the privileges or responsibilities of mother and father (together or independently) to prepare the child for the society or culture. Parenting style refers a combination of attitude towards a child which creates an emotional climate expressed by parent’s behaviour and which also shapes the overall growth of the child (Darling and Steinberg 1993). In the present research paper efforts were made to explore the variations in perceived parenting style and academic achievement of the participants in relation to residential background, grade and gender of the participants. Besides this, the relationship of parenting style with academic achievement of the participants was also examined. To achieve this, data were obtained on 280 male and female students studying in IXth and XIth grade from rural and urban background. Standard tool assessing parenting style was used in this study. School result was taken as a measure of academic achievement. Results indicated that students coming from different residential background perceived their parenting styles differently. Results also manifested that parenting style dimensions were positively related with academic achievement. Results are discussed in the context of perceived parenting styles of the child and other relevant variables. Keywords: Parenting style and academic achievemen
Parenting Style and Students Academic Achievement in Junior.pdf
Article, 2013
This paper investigates the influence of parenting styles on the students’ academic achievement in Junior Secondary Schools in Ogun state, Nigeria. The study adopted descriptive survey with the sample comprising three hundred and ninety (390) Junior Secondary Students III (JS3). This was selected through random sampling technique from thirteen junior secondary schools in Abeokuta South Local Government Area of Ogun State. Two null hypothesis were formulated and tested at 0.05 alpha to guide the study. A questionnaire titled “Parenting Styles and Students Academic Achievement Questionnaire (PSSAAQ)” was used as instrument for data collected. Data collected were analysed using t-test. The study showed that there was a significant difference between the academic achievement of students from democratic and autocratic parenting homes. Also, a significant difference exists between the level of involvement of parents of male and female students in their education. The paper established the importance of parenting style in the achievement of students. This implies that school alone does not determine student’s achievement but a collaborative efforts of home and school. Therefore, the study recommended, among others, that parents should make homes’ children-friendly and stop discriminating on sex grounds. The school management was also advised to involve parents and guardians in the academic and moral developments of their wards.
Influence of parenting style on the academic performance of middle school students
Remie Multidisciplinary Journal of Educational Research, 2014
On the last few years the initiatives to reduce school failure in Spain are not giving the expected results, as shown by several indicators. The educational system is leaving behind approximately one third of the students: they repeat the year, they are placed in homogeneous groups, etc., and however their performance at school is not improving. Therefore the classic ways to fight school failure are not producing good results. The aim of this research is to explore the relationship between the parenting style perceived by adolescences and their academic performance in Secondary School. We have focused on the two dimensions of parenting style (acceptation/ implication and coercion/imposition) instead of focusing on the four educational styles that result from the intersection of the dimension. Our purpose is to identify and justify the family as a new field of psicopedagogical concern in order to explain the school failure of teenagers and to effectively intervene on it. The results show that parent's acceptation/implication is significantly linked to academic performance.
Prizren Social Science Journal, 2019
Styles of parenting create different social environments in the lives of children inside the home. The main purpose of this research is to find out the existence of a relationship between parenting, emotional control, prosocial behavior, and student success in learning. The study included a sample of 200 subjects from two low public secondary schools in Kaçanik, 51% female and 49% male. Participants were 15 years of age (28 teenagers), 16 (51 teenagers), 17 (21 teenagers). The tests used in this research are: a question about parenting styles that is standardized for use in our country and a question about social competence. The results showed an authoritative parental stature with 50% of the parents, followed by the indifferent style of 27%, the authoritative style with 14%, and the liberal style with 9% of the polled ones. Regarding social competence, dominates the average level of social maturity by 62%, followed by high social maturity by 24% and low social maturity by 14% of adolescent sample. The feminine gender of adolescents exhibits higher emotional control versus the male gender of adolescents with less emotional control than that of the female gender. There is a significant difference in the appearance of prosocial behaviors according to the level of success. It was also found that there is a statistically significant difference between the level of emergence of social competence deriving from the sex of the subject in this research, then the feminine gender of the adolescents exhibits higher emotional control in spite of the age-old gender, there is a significant difference in the appearance of prosocial behaviors according to the level of success, as well as the 16-year-old show higher levels of prosocial behavior despite 15 and 17 year-olds in this research. This study puts emphasis on parents awareness and psycho-education on positive parenting strategies for the growth of healthy children with a sense of autonomy and confidence.
Influence of Parenting Styles on the Social Development of Children
Academic Journal of Interdisciplinary Studies, 2013
The purpose of the study was to ascertain the dominant parenting styles of parents in the study area and their influence on children's social development. The study utilised a sample of 480 basic school pupils who were in their adolescent stage and 16 teachers. The survey study employed a structured interview schedule and a questionnaire for the data collection. The study instruments were pre-tested to establish their validity and reliability. The results of the study revealed that the majority of the parents were perceived to adopt authoritative parenting styles in the upbringing of their children. It was also revealed that parenting style has influence on students' social development. It is inferred that authoritative parenting based on reasoning, understanding, consensus and trust resulted in pro-social behaviour while authoritarian parenting based on strict rules, force, threat, verbal and physical punishments resulted in antisocial behaviour. It is, therefore, recommended that parents should endeavour to adopt authoritative parenting style to enable their children and wards to develop pro-social behaviour. The significance of the study is that the results would help parents, guardians, teachers and school authorities to understand and appreciate the relationship between parenting style and children's social development. Parents, in particular, would be fascinated by the findings of the study to employ authoritative parenting style to aid their children to be socially competent, a virtue required for personal life and work ethos.