THE IMPACT OF PARENTING STYLES ON THE ACADEMIC PERFORMANCE OF ADOLESCENTS

Abstract

The present study focused on the association between parenting styles and the academic achievement of adolescents in Punjab, Pakistan. A quantitative research design was used, and the sample consisted of 150 secondary school students. A structured questionnaire was used to collect data regarding the parenting dimensions of authoritative, authoritarian, and permissive parenting and academic performance was assessed using students' academic scores. Descriptive statistics, Pearson product-moment correlation, multiple regression, and one-way analysis of variance (ANOVA) were used to analyze the data. The results showed that authoritative parenting was slightly positively correlated with academic performance, but the correlation was not statistically significant. Authoritarian parenting and permissive parenting exhibited weak but statistically significant negative correlations with academic performance. Multiple regression analysis revealed that parenting styles accounted for 4.4% of the variance in academic performance, but the regression model was not significant. Likewise, the results of one-way ANOVA indicated that there was no statistically significant difference in the academic performance of the three parenting styles (authoritative, authoritarian, and permissive) among adolescents. Generally, the results indicated that parenting styles could be related to adolescents' academic achievements. However, parenting styles alone could not specifically explain adolescent achievement in the present sample. The findings show that family, school, peer, and sociocultural contexts are important factors when studying the academic outcomes of adolescents while considering parenting.