PARENTING ATTITUDE STYLE AND IT’S EFFECT ON CHILDREN’S SCHOOL

ACHIEVEMENTS

Abdorreza Kordi & Rozumah Baharudin

Department of Human Development & Family, Faculty of Human
Ecology University Putra Malaysia, 43400 Selangor, Malaysia

ABSTRACT
ABSTRACT METHODOLOGY
METHODOLOGY
The paper reviewed empirical studies on children’s school
achievements. the contribution of parenting attitude and style Formulation of the Literature Review Objectivies Technique for
were examined in relation to children’s school achievements. Problem collection for data
A strong relationship between children’s school achievements

Data Processing
(Qualitative)
and parenting attitude and style was reported in the paper. (Meta - Analysis)
Findings from review revealed that authoritative parenting styles (Sekunder)
were associated with higher levels of children’s school
achievements, thought findings remain inconsistent across
cultures and societies.Future studies may explore some of the Observation Finish
salient issues underlying the inconsistencies reported in the study, Recomendation Conclusion Analysis
p articularly the contradictory re sults be tw e e n Asian
and European American school children

BACKGROUND RESULT AND ANALYSIS CONCLUSION

The construct parenting style has been influenced
by Baumrind’s (1971) conceptualization of The research findings revealed that parents have a significant influence on the school
Authorita ve Paren ng Impacts Psychosocial achievement their children. Especially when they are involved in their children’s educat
authoritarian, permissive and authoritative Maturity
parenting syles which encompassesed various ion and monitor their children’s after school works.
characteristics such as maturity, communication
styles, nurturance, warmth and involvement Authoritative parenting impacts
(Darling & Steinberg, 1993) Permissive psychosocial maturity, which in turn,
influences how students perform in
Since the family is the first window of the child, Authorita ve school.
parenting style and its influence on children
could greatly affect their understanding and Authoritarism
attitude. Parental responsibilities start as soon 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
as the child was born. Psychosocial
The implication was that parents convey sociali
zation messages to their children, while children
vary their level of acceptance, receptivity and inter Paren ng Styles and Academic Achievement in
nalization of these messages. School
5
4.5
4.4
4 4.3

3.5
3.4 3.5
3

OBJECTIVES 2.5
2 2.4
2.2 RECOMENDATION
1.5 1.8
1.5
1
0.5
To review the relationship between parenting attitude and style with children’s
0
school achievements Hongkong America Australia

Academic Authoritarianism General Authoritarianism

Academic authorita veness. General Authorita veness.

The further studies are required to discover salient issues within authoritarian parenting
style practiced within the Asian context that encouraged the positive values

RESEARCH QUESTIONS Cohen, Deborah,

Rice & Janet
Agreement on parenting styles between parents and
their children was poor. Students perceived their
discussed above.

parents as less authoritative, less permissive and

more authoritarian than parents considered them self
What are the parenting style type High grades were associated with children and parents
Class 8-9
Parents Aged 26-46 perception of higher authoritativeness, low permissiveness
What is the effect between Parenting Attitude and Style on Children’s school and low authoritarianism.
Achievement? Sample: 386 matched
parents
Results provided further evidence that
parenting styles and adolescents
perceptions were associated with
Authorita ve Authoritarian Permissive children’s achievement. Child perception
was strongly associated with grades than
parent perception.

The findings revealed that adolescents
Kaisa, Hakan & Jari - Erick
from authiritative families practiced
adaptived achievement strategies which
were characterized by low levels of failure
Studied the extent to which adolescents' achievement strategies
were associated with paren ng styles in the family. expectations, task-irrelevant behavior, pas
ssivity and self-enchancing attributions.
Adolescents from neglectful famlies,
in turn, applied maladaptive strategies
Paren ng Style characterized by high level of task-
irrelevant behaviors, passivity and a lack
of self-enchaning attribution
Findings revealed that parenting
Authorita ve Authoritarian Permissive Neglec ul styles influenced adolescents
academic achievement.
BIBLIOGRAPHY
Bandura, A., & Walters, R. H. (1963).Social learning and personality development.
New York: Holt, Rinehart, & Winston.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology
Monographs, 4, 1-103
Cohen, D.A., &Rice, J. (1997). Parenting styles, adolescent subtance use, and
academic achievement. Journal of Drug Education, 27(2), 199-211
Darling, N., & Steinberg, L. (1993). Parenting style as context: An Integrative model.
Psychological Bulletin, 113, 487-496
Kaisa, A. Hakan, S., & Jari -erik, N. (2000). Parenting styles and adolescents’
achievement strategies. Journal of Adolescence, 23(2), 205-222

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