Abstract
Academic performance is among the several components of academic success. Many factors, including socioeconomic status, student temperament and motivation, peer, and parental support influence academic performance. Our study aims to investigate the determinants of academic performance with emphasis on the role of parental styles in adolescent students in Peshawar, Pakistan. A total of 456 students from 4 public and 4 private schools were interviewed. Academic performance was assessed based on self-reported grades in the latest internal examinations. Parenting styles were assessed through the administration of the Parental Bonding Instrument (PBI). Regression analysis was conducted to assess the influence of socio-demographic factors and parenting styles on academic performance. Factors associated with and differences between “care” and “overprotection” scores of fathers and mothers were analyzed. Higher socio-economic status, father’s education level, and higher care scores were independently associated with better academic performance in adolescent students. Affectionless control was the most common parenting style for fathers and mothers. When adapted by the father, it was also the only parenting style independently improving academic performance. Overall, mean “care” scores were higher for mothers and mean “overprotection” scores were higher for fathers. Parenting workshops and school activities emphasizing the involvement of mothers and fathers in the parenting of adolescent students might have a positive influence on their academic performance. Affectionless control may be associated with improved academics but the emotional and psychosocial effects of this style of parenting need to be investigated before recommendations are made.
Highlights
Despite residual ambiguity in the term, definitions over time have identified several elements of “academic success” (Kuh et al, 2006; York et al, 2015)
Our study aims to investigate the determinants of academic performance with emphasis on the role of parental styles in adolescent students in Peshawar, Pakistan
The authoritative parenting style has been most frequently associated with better academic performance among adolescent students (Steinberg et al, 1989, 1992; Deslandes et al, 1997, 1998; Aunola et al, 2000; Adeyemo, 2005; Checa et al, 2019), while purely restrictive and negligent styles have shown to have a negative influence on academic performance (Hillstrom, 2009; Parsasirat et al, 2013; Osorio and GonzálezCámara, 2016)
Summary
Despite residual ambiguity in the term, definitions over time have identified several elements of “academic success” (Kuh et al, 2006; York et al, 2015). The influence of parenting styles and parental involvement is in focus when assessing determinants of academic success in adolescent children (Shute et al, 2011; Rahimpour et al, 2015; Weis et al, 2016; Checa and Abundis-Gutierrez, 2017; Zhang et al, 2019). The authoritative parenting style has been most frequently associated with better academic performance among adolescent students (Steinberg et al, 1989, 1992; Deslandes et al, 1997, 1998; Aunola et al, 2000; Adeyemo, 2005; Checa et al, 2019), while purely restrictive and negligent styles have shown to have a negative influence on academic performance (Hillstrom, 2009; Parsasirat et al, 2013; Osorio and GonzálezCámara, 2016). Parenting styles have been linked to academic performance indirectly through regulation of emotion, selfexpression (Deslandes et al, 1997; Weis et al, 2016), and selfesteem (Zakeri and Karimpour, 2011)
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