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Running Head: Parental Effect on Children
The Relationship Between Parenting Styles and Children’s Developmenting Academic Performance
Rachael Ozarowski, Samantha Tafolla
Proviso Mathematics and Science Academy
The initial role of a parent is to raise the child with full responsibility and custody until the child reaches the age of 18 or can be claimed as independent. There are many studies that link the correlations of how a child has developed from their infancy to their adulthood. Parental styles are the main contribution as to how a child may develop. The focus was directed on three parental styles: excessive authoritarian, permissive, and authoritative. The aim of this paper is to analyze and present the relationship of parenting styles and academic performance of adolescents. It is hypothesized that the authoritarian parenting style will have the most effective academic performance. The following literature reviews attempt to demonstrate and support the hypothesis. This study will improve academic practices in adopting a parenting style which is effective for the academic achievement of adolescents.
To enumerate, “Excessive authoritarian parenting would be generally described as a parent who is highly unresponsive, highly demanding, and expects obedience from their children.” (Ross and Hammer 2002) Typically the parent expects a reflection of their own personal preference to be implicated onto their child. These parents are less likely to have an open mind and understand their child, leading to lack of communication. “Adolescents are most likely to be optimally competent when parents are high in both demanding and responsive.” (Sage Journals, Baumrind. D 1991) In 1997 data from a study revealed that authoritarian parenting was associated positively with aggression and negatively with sociability-competence, and distinguished studentship and school academic achievement. (Kristan et al. JSTOR 1997) In a more recent study conducted in 2012, authoritative parenting had a positive relationship with school achievement while authoritarian parenting was negatively associated with school achievement. ( Catherine & Lei Taylor & Francis 2012) The general trend was that the more strict enforcement of parental guidance that the child underwent, the more likely the child would respond negatively academically.
Forthwith, authoritative parenting would be a caring and open minded parent to their child’s opinions. (Parenting styles and academic achievement of young adolescents: A systematic literature review, Hamid Masud, Ramayah Thurasamy, Muhammad Shakil Ahmad 2014) These type of parents generally support their children’s decisions and provide directions. This parenting style is typically the “Golden Style”. According to data collected in 1992, “
Stronger school engagement and positive school performance of students was observed who ranked their parents as authoritative parents.” (Laurence et al. JSTOR 1992)
“Adolescents whose parents had characteristics of authoritative parents adopted self-enhancing attributions, strategies having low levels of failure expectations.” (Springer, Kaufmann et al. 2000) Children are free to make decisions in their social matters. There is no compulsion or direction from parents to their children. Authoritative parenting styles are supportive for higher academic achievement. “An authoritative parenting style was related to increases in grade point average among those students who showed an increase in grade point average during the program.” (Sage Journal, Huey et al. 2013) The adolescents’ result positively with child competencies intrinsic motivational skills. Several studies in the literature propose that the authoritative parenting style is associated with higher academic achievement.
Henceforth lack of discipline, undemanding and highly responsive represents characteristics of permissive parenting. These parents score moderately high on measures of responsiveness and low on measures of maturity demands and control (Maccoby and Martin, 1983). “Cohen and Rice (1997) surveyed a sample of 386 matched parent-child pairs in order to examine the relevance of parenting style to adolescent educational achievement. Results indicated that students with low grades rated their parents as more permissive” (Parenting Style and Academic Achievement, Jewrell Rivers Jr. 2006) Permissive and authoritarian parenting styles are correlated with negative psychological and behavioral outcomes (Anne et al. 2008). Also Pong et al. (2005) found that there is strong correlation between academic achievement and authoritative parenting as compared to authoritarian and permissive parenting styles. When socializing their children, permissive parents are usually dismissive and unconcerned. Adolescents who perceived their parents as being non-authoritative were more likely than their peers to attribute achievement outcomes to external causes or to low ability. Both permissive and authoritarian parenting had intermediate effect on the academic achievement as compared to that of authoritative parenting which produced high outcomes.
In conclusion, the subjects that were evaluated averaged out to be Americans from the age of 14-18 year old. Standardized scales and other self-report instruments were used to assess the relationship between parenting style and academic outcomes. The results indicated that authoritative parenting had a significant impact on adolescent school performance during the high school years. This was seen in both the significant correlations between authoritativeness and and the indices of achievement as well as in the comparison of academic scores among adolescents from households varying in authoritativeness. On both indices, adolescents from clearly
authoritative homes scored higher than their peers from homes that were neither unquestionably nonauthoritative or unquestionably authoritative, who in turn scored higher than students from definitely nonauthoritative homes. (
Hamidreza et al. Science Direct 2013)
Conversely, parental encouragement as a response to grades was positively correlated with effort and academic performance. Although this study provided additional information on the association between parenting behavior and academic performance, it did not directly assess the relationship between parental behavior and intrinsic/extrinsic motivation. (
Hamid Masud
·
Ramayah Thurasamy
·
Muhammad Shakil Ahmad Parenting styles and academic achievement of young adolescents: A systematic literature review 2014)
The researchers concluded that authoritative parenting promotes better academic achievement, and students who describe their parents as authoritative report better school performance. Concluding from the over all data, the original hypothesis, the authoritarian parenting style will have the most effective academic performance, was rejected. In further studies it is recommended to look at other factors that may influence the child’s academic performance. Such as, parental marriage status, economic status, ethnicity, home enviroment, etc.
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