Abstract
The present study examined the predictive role of students’ perceptions of parenting styles on their academic efficacy beliefs. This relationship was examined using two large sets of national data that were collected from school and university students to see how the relationship between parenting styles and academic efficacy beliefs may or may not vary across life stages. The sample included 1431 school students and 1119 university students cross the Sultanate of Oman. The participants responded to the Arabic version of the Parental Authority Questionnaire (PAQ) and to the Academic Self-Efficacy Scale (ASES) constructed by the researchers. Using linear regression model for each sample, the results showed that the amount of variance in school students’ academic self-efficacy beliefs explained by parenting styles (R2 adjusted = 0.21) was higher than the amount of variance explained for the university sample (R2 adjusted = 0.10). The researchers concluded that the effects of parenting styles on students’ self-efficacy beliefs decrease as children grow up.
Highlights
Academic self-efficacy beliefs represent an important component of student motivation and they have an influence on students’ academic achievement and school behavior [1,2,3,4]
The current study examines the effects of parenting styles on the development of students’ academic self-efficacy beliefs through a cross-sectional design
Two sets of the sample were targeted in the current study with a total of 2550 school and university students responding to the study questionnaires
Summary
Academic self-efficacy beliefs represent an important component of student motivation and they have an influence on students’ academic achievement and school behavior [1,2,3,4]. These beliefs reflect the students’ perceptions of their own ability to accomplish an academic task, which leads to academic success. Research has identified various factors that may have a great influence on the development of students’ academic self-efficacy. The current study examines the effects of parenting styles on the development of students’ academic self-efficacy beliefs through a cross-sectional design. It has been argued that the effects of parenting styles vary across years by comparing these effects for two separate samples from a school and a university
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