ROLE OF PARENTING STYLES IN ACADEMIC PERFORMANCE OF COLLEGE STUDENTS

Abstract

The current study was designed to identify parenting styles based on
parents’ perception and to examine the relationship of parenting styles
with students’ academic performance. Baumrind’s (1971) theoretical
model of parenting styles was used. It is comprised of authoritative,
authoritarian and permissive parenting styles. The Parental Authority
Questionnaire (Buri, 1991) was used and modified in order to assess the
three parenting styles based on parents’ perception. After consultation
with experts, Researcher developed the Academic Performance
Questionnaire, which was used to assess the students’ performance with
regard to their educational motivation, communication skills, learning
skills, creativity, positive attitude and study skills in this correlational
study. Both instruments were developed on five point Likert scale. The
target population of the study comprised of students of higher secondary
level along with their parents studying at 17 Islamabad Model Colleges
of both boys and girls. The sample was drawn from 10 Islamabad Model
Colleges. The total number of respondents comprising the sample was
350 students 17-20 years old. Stratified random sampling was used to
represent both genders equally. The correlation between parenting styles
and academic performance was computed through Pearson’s correlation
coefficient (r). The results of study showed that authoritative parenting
style of mother and father had a positive relationship with academic
performance. While the authoritarian and permissive parenting style of
mother and father were negatively correlated with academic
performance. Overall, the authoritative style of parenting proved to be appositive style and authoritarian and permissive styles proved to be
negative styles of parenting in the cultural context of Islamabad.