EFFECTS OF PARENTING STYLES AND PARENTAL INVOLVEMENT ON A STUDENT'S ACADEMIC SELF-CONCEPT IN RELATION TO THEIR ACADEMIC PERFORMANCE IN THE 2020 SEA EXAMINATION

Abstract

The aim of this study was to evaluate the relationships between three parenting styles, academic self-concept, and academic performance as well as the mediating effect of two of Joyce Epstein’s parental involvement typologies (learning at home and volunteering). The quantitative, online cross-sectional survey study utilized a correlational research design conducted on 75 students and their parents (N=75) selected via purposive sampling from three primary schools in the Port of Spain and Environs Education District. Parents' and students' responses were matched and scored for analytical purposes. The correlation between parenting styles and academic performance was computed through Spearman’s Rank correlation coefficient. The results of the study showed that there was a very weak statistically significant association between authoritarian and authoritative parenting styles and academic performance. Permissive parenting accounted for a very weak negative statistically significant association. Spearman’s Rank correlation coefficient was also used to determine the association between parenting styles and academic self-concept. The results showed a very weak statistically significant association between authoritative and permissive parenting and academic self-concept. Contrasting results were present for authoritarian parenting which revealed a low positive statistically significant association. Results from the mediating hypothesis revealed parental involvement insignificantly affected students’ performances. One recommendation for this study focused on the proposal of a longitudinal approach which may provide a comprehensive timeline of how the influence of parenting styles and involvement evolves over time. This study only provided a snippet of early adolescent relations with their parents.