HKU SPACE Community College

Associate Degree Program

Second Semester 2019-2020

English for Academic and Professional Purpose (Part II)

Assignment 2: Discussion

“The effects of parenting style on success and achievement”

To: Mr. Henry Choi

From: Lei Er Ya, Arya

Class: CL46

Submission Date: 06-04-2020

“The effects of parenting style on success and achievement”

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Parents can have a direct impact on enhancing their children’s academic achievement

through participation in their children’s educational activities (Konishi & Wong,

2018). The report was designed to analyze the relationship between parental rearing

with children’s academic performance.

The first assumption noted that a close correlation exists between the authoritarian

parenting style and the academic achievement of children. The finding is inconsistent

with the work of Baumrind (1966) who indicated that children of authoritarian parents

get a more outstanding score in school and top their classes. The finding also

disagrees with the attitude of Tyler (2005) who noted that Authoritarian parents get

their children with all necessary learning resources that will improve the study rate

both at school and at home. The parenting style is directly proportional to the

scholastic attainment of the children. Mehrafza (2014) reported that children raised by

authoritarian parental rearing patterns reached a mean score is 91.61, showing

academic excellence and success, compared to students with uninvolved and

permissive parents (Table 1). On the other hand, according to Deci and Ryan (1987),

the excessive control of authoritarian parenting may weaken the initiative to do plenty

of fun activities. A survey result indicated that 56% of students pointed out their

parents to take care too much about their lives (Masud, et al., 2019). As shown in

Tablet 2, the stricter the parent is, the lower their self-esteem is (Masud, et al., 2019).

Thus, parents' lack of trust and criticism may convince children that they are not in a

position to resolve difficult problems independently or that they cannot control their

negative emotions to do so.

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 Table1. Cumulative Percentage of students with Authoritarian, Authoritative, Permissive and
Uninvolved parents with the mean of average grades.

Parenting Style Frequency Percentage Mean of Average

Grade
Authoritarian 32 22.22% 91.61
Authoritative 74 51.38% 94.30
Permissive 22 15.28% 87.83
Uninvolved 16 11.11% 77.27
Total: 144 Total: 100%

Table 2: The graph above shows the correlation between the different parenting styles and the child’s
self – esteem and school performance.

The second hypothesis revealed that there is a significant connection between the

authoritative parenting style and the academic achievement of students. The finding is

consistently matched with Maccoby and Martin (1983) who observed that

Authoritative parental rearing positively correlated to different developmental

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consequences of children and the most effective in school achievement and success.

According to River and Jewrell (2006), the major parenting styles was the

authoritative style with 50.9% of the parents of their respondents take this approach,

then followed by 26.9 % for the authoritarian styles, 13.9% for the permissive style,

and last 8.3% for the neglectful style. Mehrafza (2014) revealed that children whose

parents carried out authoritative style reached a higher mean score (94.3 %) than those

permissive (87.83%) and uninvolved parenting style (77.27%) (Table 1). Cohen and

Rice (1997) investigated a sample of 386 paired parent-child pairs to inspect the

connection of parenting style to children’s educational success. Results showed that

students with low marks deemed their parents as more permissive and less

authoritative than did students with high marks. They concluded that authoritative

parenting and internal motivation, improved academic performance and when parents

adopted an authoritative style of parenting, children inspired the inner world which in

turn increased their scholastic achievement. Thus, the authoritative parenting style has

a positive effect on the academic performance of students.

Finally, the third hypothesis stated that there is no obvious relationship between the

academic performance of students and the permissive parenting style. This finding is

negatively related to the work of Glasgow (1997) who opened that permissive

parenting is negatively correlated with scholastic achievements as a result of parents

allowing their children to choose between working and leisure. Secondly, the work of

Bates (1979) stated that indulging children of a parent usually make the worst

academic performance in school, due to the lack of parental expectations. Similarly,

also, the work of Baumrind (1966) states that parents’ accepting and non-punitive

approach toward their children’s self-willed behavior does not aid the children in

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establishing correct viewpoints of value but harm their potential for academic

achievement. Still more also, the finding of Moore (2011) noted that students of

permissive parents are known to be highly involved in extracurricular activities in

school, thereby losing concentration in classes.

(Word: 651)

Reference

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