Academic performance of children in relation to gender, parenting styles, and socioeconomic status: What attributes are important

Abstract

What are the effects of parenting styles on academic performance and how unequal are these effects on secondary school students from different gender and socioeconomic status families constitute the theme of this paper. A cross-sectional and purposive sampling technique was adopted to gather information from a sample of 448 students on a Likert scale. Chi-square, Kendall’s Tau-c tests and hierarchical multiple regression analyses were used to determine the extent of the relationship among the variables. Chi-square and Kendall’s Tau-c (Tc) test results established that the socioeconomic status of the respondent’s family explained variation in children’s academic performance due to parenting style; however, no significant difference was observed in the academic performance of students based on gender. Furthermore, hierarchal multiple regression analysis established that the family’s socioeconomic status, authoritative parenting, permissive parenting, the interaction of socioeconomic status and authoritative parenting, and the interaction of socioeconomic status and permissive parenting were significant predictors (P<0.05) of students’ academic performance. These predictor variables explained 59.3 percent variation in the academic performance of children (R2 = 0.593). Results of hierarchal multiple regression analysis in this study ranked ordered the most significant predictors of the academic performance of children in the following order. Family socioeconomic status alone was the strongest predictor (β = 18.25), interaction of socioeconomic status and authoritative parenting was the second important predictor (β = 14.18), authoritative parenting alone was third in importance (β = 13.38), the interaction of socioeconomic status and permissive parenting stood at fourth place in importance (β = 11.46), and permissive parenting was fifth (β = 9.2) in influencing academic performance of children in the study area. Children who experienced authoritative parenting and were from higher socioeconomic status families perform better as compared to children who experienced authoritarian and permissive parenting and were from low socioeconomic status families.

Parenting styles and personal belief in a just world among Chinese children and adolescents: gender, living location, and age as moderators

“…For both boys and girls, authoritative parenting featuring warmth and moderate control fully meets children and adolescents' expectations (Kaufmann et al, 2000 ) and facilitates the positive development of their PBJW. This finding further emphasizes the importance of authoritative parenting in shaping children and adolescents' good development (Masud et al, 2019 ; Ali et al, 2023 ). We did not find differences in the negative relationship between authoritarian parenting and PBJW across genders.…”

“…The negative association between authoritarian parenting and children and adolescents' PBJW was stronger in urban regions compared to rural regions. This is because children and adolescents are more likely to show higher levels of acceptance of authoritarian parenting style in areas where collectivism and traditional culture are strong (Chen and Li, 2012 ; Yim, 2022 ; Ali et al, 2023 ).…”

“…The strength of the negative association between permissive parenting and children and adolescents' PBJW did not differ significantly between urban and rural areas. This is because permissive parenting tends to manage children and adolescents too loosely, with a lack of consistency in the rules set and punishments enforced (Xie et al, 2016 ; Ali et al, 2023 ). The children and adolescents in this study were in grades 4 to 9, a critical stage for developing a sense of rules and justice (Dalbert and Sallay, 2004 ), during which parental guidance is essential (Lo et al, 2020 ).…”

Pengabdian Masyarakat Pemantauan Tumbuh Kembang Anak Usia Dini di TK PKK I Yosodadi Metro

“…1.000.000 sebanyak 61% berjumlah 65 orang. Anak yang dibesarkan oleh keluarga dengan pola asuh yang tepat dan memiliki status sosial ekonomi yang lebih tinggi memiliki dampak yang positif dibandingkan dengan anak yang mengalami pola asuh otoriter dan permisif serta berasal dari status sosial ekonomi keluarga yang rendah (Khan et al, 2023).…”

Nurturing Sustainable Development: The Interplay of Parenting Styles and SDGs in Children’s Development

“…Research [ 40 , 41 , 42 ] consistently demonstrates that children raised in democratic parenting environments exhibit higher levels of academic achievement compared to those in authoritarian or permissive households. By promoting a supportive learning environment characterized by open communication, encouragement, and shared decision making, democratic parenting enhances children’s motivation, self-esteem, and academic performance, contributing to the realization of SDG 4’s objectives.…”