Parenting Style as a Moderator for Students’ Academic Achievement

Abstract

Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the Parental Authority Questionnaire (Buri in J Pers Assess 57:110-119, 1991). Academic achievement is measured based on the students' performance in the Lower Secondary Assessment. Data were analyzed using structural equation modelling. Results demonstrated that model of authoritative and model of authoritarian fit the data of this study well. Both authoritative and authoritarian parenting styles are the most common practice of the parents. Parenting styles have been found to be a moderator of this study. The results indicated that parenting styles moderated the effect of academic self-concept on academic achievement. The impact of academic self-concept on academic achievement is found to be greater for the authoritative than the authoritarian parenting style.

Parenting Styles, Parental Involvement in School, and Educational Functioning of Children with Special Needs Integrated into Mainstream Education

“…These analyses show that children with special needs who have authoritative parents function better at school in educational terms compared with those with authoritarian parents. This finding constitutes further evidence of the advantage of authoritative parenting in relation to the children's adaptation and functioning, consistent with a long series of previous relevant findings in this area, showing the positive implications of authoritative parenting on children's development (Dyches, Smith, Korth, Roper & Mandleco, 2012;Eisenberg et al, 2005;Ishak et al, 2012;Spera, 2005;Steinberg et al, 1989;Steinberg et al, 1992;Steinberg, 2001). While the present finding does not rule out the possibility of the inverse connection (positive functioning of children encourages authoritative parenting among parents), its importance is in advancing our understanding of the connection between these variables among children with special developmental features, regarding which the research literature has been lacking (Deault, 2010).…”

Los estilos parentales: Implicaciones sobre el rendimiento escolar en alumnos de educación media

“…Por tanto, el autoconcepto académico es la evaluación que hace el sujeto de su propia capacidad para aprender en el contexto escolar (Ishak, Low y Lau, 2011). En la infancia temprana es cuando dichos conceptos se desarrollan, habiendo influencia de los estilos de los padres, que pueden desde promoverlo hasta afectarlo, reflejándose en el rendimiento académico (Duchesne y Ratelle, 2010).…”

“…Es necesario que padres de familia entiendan qué son los estilos parentales, pero para comprenderlos es necesario definir la práctica de crianza, que no es una más que una conducta o acción de la que se valen los padres para tener una interacción con sus hijos, las cuales son gobernadas por las dimensiones afecto y control (Duchesne y Ratelle, 2010;Clerici y García, 2011); por tanto, los estilos parentales son el conjunto o constelación de dichas conductas y actitudes del adulto, que al ser trasmitidas a los hijos les crea un clima emocional que determinará el desarrollo de su comportamiento y el tipo de vínculo que tendrá con sus padres (Ishak, Low y Lau, 2011;Raya, 2008;Climent, 2009).…”

Perception of Learners on Parenting System and ITS Influence on Academic Performance among Secondary Schools Students of Bukonzo Country, Uganda

“…For instance, among the Asian communities, Besharat, Azizi, and Poursharifi (2011);Borak, Kawser, Haque, and Sharmin (2016) ;Dehyadegary, Yaacob, Juhari, and Talib (2012) ;Parsasirat Montazeri, Yusooff, Subhi, and Nen (2013);and Zahed, Rezaee, Yazdani, Bagheri, and Nabeiei (2016) found that most adolescents raised under democratic parenting style have higher academic success than those from authoritarian and laissez-faire parenting styles while Ishak, Low, and Lau (2012), Kang andMoore (2011), andPong, Johnston, andChen (2010) stated that both democratic and authoritarian parenting styles influence students' academic performance. In Europe, Garcia and Gracia (2009) found significant differences in academic performance among Spaniard children from laissez-faire homes.…”