The academic success of a student is influenced by several factors. These factors include parental influences, school environment, teachers and the individual ability of students. The parental factors may vary from gender up to the parents’ level of education (Rael, 2011). Numerous studies have tried to look at the impact of the styles of parenting on college students and their progress. The parenting styles are described as the configuration or pattern of parenting behavior (Lada, 2007).
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According to Yolander (2004), highly motivated students tend to attain more success academically. Thus, parenting styles are of immense consideration and importance in bringing up an academically successful student. In the past, different scholars have been conducted that correlate between parenting styles and the academic performance of students. Lyengar and Brown conducted a study about the correlation between the academic achievements among the students and the parenting styles.
The study takes into the account the parents’ gender, but it does not provide a direct impact on the students’ performance. Another scholar, Cramer, did another study on the direct effect of parents on the students’ advancement. However, this study did not clearly provide a link between parents and students’ progress because all responding students felt that the parenting style was the best one.
Therefore, there is no research that would link the parental influence and the students’ achievement that clearly brings out the specific and particular extent to which the students are influenced. This report uses the Motivated Strategies for Learning Questionnaire (MSLQ), which is designed for the purpose of measuring the college students’ motivational sources and their application of the diverse learning strategies (Lambert, 2010).
Objective and hypothesis of the experiment
This experiment is purposely carried out to expand on the existing theoretical relation between the parenting styles and the academic performance of a student. This report paper tries to synthesize the literature review that surrounds the influence of parenting styles and the students’ performance in class. Clearly, it examines the motivational outcomes that may influence the students’ academic success.
Hypothetically, college students with authoritative parents have a greater academic motivation than those with permissive and authoritarian parents.
The experiment was mainly guided by the following questions. What are some of the parenting styles that influence the student’s performance? Do the parenting styles have a direct influence on the student’s performance? To what extent do the parenting styles have an impact on the students’ performance? Which parenting style is effective in bringing up academically successful students?
Background and the methodology used
In order to evaluate the significant of the parenting style research questionnaires, as an independent sample test, were used as the primary data collection method. The questionnaires were filled by the college students aged 18 and above. 36 questionnaires were completed fully. The data collected were then compiled and interpreted using different methods. The method proved to be more efficient since it was carried out among students with the same teachers, the same learning environment and the same IQ. It included both the poorly performing, average and the most excellent students in the college. The response was done by both males and females. It was first-hand information from the people who felt such an impact. From the experiment, the following parenting styles were common among parents.
Authoritative parenting style
As per the authoritative parenting style, the parents demonstrate a high level of affection and control towards their child. The child is allowed to ask questions and reason with his or her parent. According to Alison (2007), the parent gives the child a room to air his/her views in a discussion. Lada (2007) asserts that the parents are often also strict with the behavior of the child.
Different disciplinary measures are used as ways of correcting the child. However, the parents treat the children warmly and with much affection. Even when disciplining the child, the parent ensures that the child understands why he or she is being punished. This parenting style creates a strong bond between the parent and the child (Alison, 2007).
Authoritarian parenting style
According to the parenting style, the parents have a high level of control but a low affection towards the children. As Chen-Hung points out (2006), parents tend to exercise a lot of control on their children. Unlike authoritative parents who reason with their children, authoritarian parents reason on behalf of their children.
The child is deprived of a chance to build their own identity (Jewrell, 2008). Supporting study indicates that the effect of such a parenting style results in Cramer’s performance on the developing child.
Permissive parenting style
The parenting style is about the parents being extremely warm, kind and affectionate to their children. However, the parents exercise a low control over them. Parents let the children reason and act on their own. The child lacks motivation since he or she is left on her or his own.
From the responses of the college students on the above parenting styles, it was established that authoritative parenting is the most effective one because it positively influenced the academic performance of most of the well performing students. The responses indicated that this style motivates the children since it embraces both affection and discipline at the same time (Chen-Hung, 2006). This parenting style also boosts the students’ self-esteem unlike other parenting styles (Alison, 2007). This experiment also revealed that permissive parenting style was the worst style positively influencing the performance of a child.
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Conclusively, since parenting style has a direct impact on a child’s performance, parents should recognize that it plays a key role in the students’ academic performance.This will help them adopt the best parenting style for their children to achieve success in their studies.
Alison, J. (2007). Components of the Authoritative Parenting Style: Predictors of Asian American Adolescent Achievement.California: University of California.
Chen- Hung, W. (2006). Parenting Style and Child School Performance. University of Kansas.
Jewrell, R. (2008). The Relationship Between Parenting Style and Academic Achievement and the Mediating Influences of Motivation, Goal-orientation and Academic Self-efficacy. State University.
Lada, P. (2007). Parenting Style, Assimilation, and Social Competence in Children of Southeast Asian Immigrant Families. Capella University.
Lambert, M. (2010). MSQL-JDBC. New York: Betascript Publishing.
Rael, O. (2011). Influence of Parenting Styles on Self-Concept and Academic Performance. New York: LAP Lambert, Academic Publishing.
Yolander, O. (2004). The Influence of Parental Involvement and Parenting Styles on Student Performance Among 10th Grade Students. Mississippi State University.