Parenting Styles as Predictors of the Educational Achievement of Secondary Level Students: An Empirical Investigation
Keywords:
parenting styles, authoritative parenting, educational achievement, secondary level students, regression analysis, adolescenceAbstract
The family constitutes the first and most sustained learning environment in a child's life, and the manner in which parents combine warmth, control and communication continues to shape academic outcomes throughout adolescence. The present study examined the influence of four parenting styles, namely authoritative, authoritarian, permissive and neglectful, on the educational achievement of secondary level students. A descriptive survey design was adopted and data were collected from a sample of 350 students studying in Classes IX to XII, selected through stratified random sampling from government and private secondary schools. Parenting styles were measured using a standardised four-dimensional parenting style scale, while educational achievement was operationalised as an index derived from students' aggregate marks in the preceding annual examination. Data were analysed using descriptive statistics, Pearson product-moment correlation, one-way analysis of variance with Tukey post-hoc comparisons, independent samples t-test and multiple regression analysis. The results revealed a significant positive correlation between authoritative parenting and educational achievement and significant negative correlations for the remaining three styles. One-way ANOVA indicated a statistically significant difference in achievement across the four parenting style groups, and post-hoc analysis established that authoritative parenting differed significantly from every other style. Multiple regression analysis produced a multiple correlation coefficient of 0.794, with the four parenting style variables jointly accounting for 63.1 per cent of the variance in educational achievement. Authoritative parenting emerged as the strongest positive predictor, while neglectful parenting emerged as the strongest negative predictor. No significant difference was observed between male and female students. The findings underline the decisive contribution of parental warmth, structure and involvement to adolescent academic success and carry direct implications for parent education programmes, school counselling services and home-school partnership policy.
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