Parenting Style and Academic Performance

International Studies:
THE RELATIONSHIP BETWEEN PARENTING STYLE, SELF REGULATED LEARNING AND
ACADEMIC ACHIEVEMENT IN SELECTED PRIMARY SCHOOLS IN ETHIOPIA
According to Bornstein and Cheah (2006), parents are developing the first and all-
encompassing ecology of child growth. Parenting is a dynamic practice involving certain types
of conduct that have an effect on children's outcomes individually and collectively (Shaffer &
Gordon, 2005). Parents' interest in the education of their children and the supervision of their
after-school activities and the completion of homework, will help their children achieve and
attain their educational attainment. Children who see their parents as cooperative and
supportive often tend to develop independent academic behavior (Gonzalez & Wolters, 2006;
Hoang, 2007) and children who see their parents as authoritative tend to display higher
academic self-efficacy and better academic success (Turner, et al., 2009). Lakshmi and Arora
(2006) suggested that academic achievement and competence are highly associated with
parental approval and motivation, but are negatively correlated with parental control.
Tsemrekal, T. M. (2013, November). THE RELATIONSHIP BETWEEN PARENTING STYLE,
SELF REGULATED LEARNING AND ACADEMIC ACHIEVEMENT IN SELECTED PRIMARY
SCHOOLS IN ETHIOPIA. CORE. https://core.ac.uk/reader/43173660.
Longitudinal Relations Among Parenting Styles, Prosocial Behaviors, and Academic
Outcomes in U.S. Mexican Adolescents
Researchers have paid a great deal of attention to the role of parenting in predicting
academic results in youth (Dumka, Gonzales, Bonds, & Millsap, 2009; Martinez et al., 2004).
Authoritative parenting is known to promote positive academic results, as young people may
feel empowered because their parents are very demanding and responsive. On the other hand,
young authoritarian parents may feel unsupported and less driven to participate academically
because their parents are so demanding in the relative lack of responsiveness. Generally,
relatively high levels of responsiveness and demandingness positively predict high levels of
academic achievement in children and youth (Maccoby & Martin, 1983; Steinberg, Dornbusch,
& Brown, 1992). On the other hand, authoritarian parenting is correlated with lower academic
success.
Carlo, G., White, R. M. B., Streit, C., Knight, G. P., & Zeiders, K. H. (2017, February 18).
Longitudinal Relations Among Parenting Styles, Prosocial Behaviors, and Academic Outcomes
in U.S. Mexican Adolescents. Society for Research in Child Development.
https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.12761.
Parents’ Parenting Styles and Academic Achievement of Underachievers and High
Achievers at Middle School Level
Children are influenced by the parenting style of their parents during their lifespan
(Alarcon, 1997). Parenting style and parent-child relationship have also been described as a
predictive marker in the child's academic performance (Hayes, 2005; Payne, 2005; Smith-Hill,
2007). Curry (2007); Difnam (2007) and Sims (2008) have also stated that parents have made a
substantial contribution to the child's academic achievement. Authoritative parenting
encourages children to perform better and to engage more in their school programs, thereby
increasing the likelihood of succeeding at school (Steinberg, Lamborn, Dornbusch, & Darling,
1992). In Ballantine's results (as quoted in Seid & Mikre, 2008), authoritative parents with high
targets and standards for their children are more likely to have children who are high
performers. Yahaya & Nordin (2006) stated that the authoritative parenting style improves
children's achievements.
Inam , A., Abiodullah, M., & Nomaan, S. (2016). Parents’ Parenting Styles and Academic
Achievement of Underachievers and High Achievers at Middle School Level. Bulletin of
Education and Research, 38(1), 57–74.
PARENT-CHILD RELATIONSHIP AND STUDENTS’ ACADEMIC ACHIEVEMENT: A STUDY
OF SECONDARY SCHOOL STUDENTS
A significant amount of research evidence converges to demonstrate that parents'
perceptions, aspirations and values about education and learning, drive their actions towards
their children and have a causal effect on the child's development of success, attitudes and
behaviour (Reynolds, 1992; Marjoribanks, 1979; Eccles, 1983; Seginer, 1983; Broom, 1985;
Boger et al., 1986; Haggard, 1957; McGillicuddy-Delisi, 1985; Sigel, 1985; Miller, 1986; Ames &
Archer, 1987; Entwisle et al., 1987; Phillips, 1987; Stevenson and Baker 1987; Entwisle &
Hayduk, 1988 and Wagner & Spratt, 1988; Lareau, 1989; Coleman, 1991; Epstein, 1991;
Hendenson, 1991; HoSui-Chi & Willms, 1996; Lee & Bowen, 2006; Patel, 2006; Burcu &
Sungur, 2009). A number of studies report that a warm and compassionate parent-child
relationship balances approval with limitations and is positively linked to self-esteem, social
acceptability and achievement in young children (Elings, 1988; Estrada et al., 1987; Bradley et
al., 1988; Maroon, 1988). Higher parental engagement leads to rising the perceived level of
competence of the child (Grolnick et al., 1991 and Gonalez-DeHass et al., 2005). Parental
involvement was a big factor in student performance (Izzo et al. 1999; Topor et al. 2010).
Toor, K. K. (2018). PARENT-CHILD RELATIONSHIP AND STUDENTS’ ACADEMIC
ACHIEVEMENT: A STUDY OF SECONDARY SCHOOL STUDENTS. MIER Journal of
Educational Studies, Trends & Practices, 8(1), 38–56.
ROLE OF PARENTING STYLES IN ACADEMIC PERFORMANCE OF COLLEGE STUDENTS
Academic success is a mixture of different educational outcomes for students.
Performance measures can include motivation, learning and communication skills, innovation,
grades, student working skills, self-realization, and behavior. Various methods need to be
implemented to achieve educational objectives. The choice of positive and negative methods
depends on the parenting style, which is responsible for the child's training and upbringing.
Research reveals that children belonging to authoritative parenting practice adaptive
achievement policies that support a low level of incompetence expectation, task irrelevant
behaviour, passivity and self-improving attributions, whereas children from neglectful families
participate in maladaptive strategies that are responsible for lack of self-improving attributions
and a high level of passivity and task – unreliable (Kaisa, Hakan & jari-erik, 2000). A study
showed that effective parenting results in a stable and happy student (Hoghughi & Long, 2004).
A firm and optimistic sense of self and self-esteem can be strengthened by parenting. The
student who is well-treated for will be emotionally strong, flexible and socially skilled.
Yasmin, S., & Kiani, A. (2015). ROLE OF PARENTING STYLES IN ACADEMIC
PERFORMANCE OF COLLEGE STUDENTS, 40–58.