PARENTING STYLES AS A PREDICTORS OF ACADEMIC ACHIEVEMENT OF STUDENTS (original) (raw)
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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...
ROLE OF PARENTING STYLES IN ACADEMIC PERFORMANCE OF COLLEGE STUDENTS
The current study was designed to identify parenting styles based on parents' perception and to examine the relationship of parenting styles with students' academic performance. Baumrind's (1971) theoretical model of parenting styles was used. It is comprised of authoritative, authoritarian and permissive parenting styles. The Parental Authority Questionnaire (Buri, 1991) was used and modified in order to assess the three parenting styles based on parents' perception. After consultation with experts, Researcher developed the Academic Performance Questionnaire, which was used to assess the students' performance with regard to their educational motivation, communication skills, learning skills, creativity, positive attitude and study skills in this correlational study. Both instruments were developed on five point Likert scale. The target population of the study comprised of students of higher secondary level along with their parents studying at 17 Islamabad Model Colleges of both boys and girls. The sample was drawn from 10 Islamabad Model Colleges. The total number of respondents comprising the sample was 350 students 17-20 years old. Stratified random sampling was used to represent both genders equally. The correlation between parenting styles and academic performance was computed through Pearson's correlation coefficient (r). The results of study showed that authoritative parenting style of mother and father had a positive relationship with academic performance. While the authoritarian and permissive parenting style of mother and father were negatively correlated with academic performance. Overall, the authoritative style of parenting proved to be
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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.
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
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Type of parenting style found to be influences the child's academic achievement. This study aimed to identify the type of parenting styles practiced by parents and its relationship to the academic achievement of children. They are 406 of form five students involved in this study. Researcher used "Parenting Style Scale" instrument to measure the parenting styles. The results revealed that many parents adopt authoritative parenting style and there is no significant relationship between parenting styles and their child's academic achievement.
The Most Effective Kinds of Parents on Children’s Academic Achievement
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One of the most important determinant aspects of children's outcome is parenting. The baby who is born doesn't have any knowledge about the world so the family can be considered as a first teacher. The objective of this research was to determine the relationship between Baumrind's three perceived paternal and maternal parenting styles (authoritative, authoritarian & permissive) with academic achievement among Iranian high school students who were between the ages 15 to 17. The total numbers of participants were 546 who included 249 males and 297 females. Participants were selected using proportional stratified and multi-stage cluster random sampling. They filled two questioners, Parental Authority Questionnaire (PAQ) developed by Buri (1991), and self-demographic report which included their current Grade Point Average. In this study academic achievement was dependent variable and subscales of parenting style were independents ones. A noteworthy positive relationship between authoritative parents with academic achievements was shown by Pearson's correlation. Authoritative parents were determined as the best predicator for dependent variables by standard multiple regression. In contrast, based on students' academic achievement, the approximate mean score of the three paternal and maternal parenting styles were similar. By considering students' academic achievement, an independent t-test expressed no differences between male and female students. There are several implications for the Ministry of Education, Administrators of schools, and Parents, which are discussed at various levels.
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Academic performance is among the several components of academic success. Many factors, including socioeconomic status, student temperament and motivation, peer, and parental support influence academic performance. Our study aims to investigate the determinants of academic performance with emphasis on the role of parental styles in adolescent students in Peshawar, Pakistan. A total of 456 students from 4 public and 4 private schools were interviewed. Academic performance was assessed based on self-reported grades in the latest internal examinations. Parenting styles were assessed through the administration of the Parental Bonding Instrument (PBI). Regression analysis was conducted to assess the influence of socio-demographic factors and parenting styles on academic performance. Factors associated with and differences between "care" and "overprotection" scores of fathers and mothers were analyzed. Higher socioeconomic status, father's education level, and higher care scores were independently associated with better academic performance in adolescent students. Affectionless control was the most common parenting style for fathers and mothers. When adapted by the father, it was also the only parenting style independently improving academic performance. Overall, mean "care" scores were higher for mothers and mean "overprotection" scores were higher for fathers. Parenting workshops and school activities emphasizing the involvement of mothers and fathers in the parenting of adolescent students might have a positive influence on their academic performance. Affectionless control may be associated with improved academics but the emotional and psychosocial effects of this style of parenting need to be investigated before recommendations are made.
Parenting Style: Its Impact to Academic Performance among Junior High School Students
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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.
The influence of authoritative parenting style on adolescents' academic achievement
Am. J. Soc. Mgmt. Sci, 2011
The study was carried out to find out the influence of parental authoritativeness on adolescents' academic achievement. As expected, the result shows that both mothers and fathers' authoritativeness positively relate to the academic achievement of the students. The implications of the result are discussed.