The Impact of Parental Child–Rearing Style on School Attendance

Alfred Dorgbetor

doi:10.47191/ijmra/v5-i2-41

Abstract

The study was a descriptive survey carried out to find the effect of parental child-rearing style on school attendance of Junior High School students in the Sefwi Wiawso Municipality. A sample of 340 students reported on their parents’ parenting style using Parental Authority Questionnaire. A record of school attendance was taken from students’ school attendance registers from sampled schools. Multiple Regression analysis was conducted to assess the effects of parenting style school attendance. The result showed that authoritarian parenting style predicted negatively with school attendance. Also, the authoritative parenting style has a positive prediction for school attendance. Implications, limitations, and future research opportunities are discussed. Parenting style played an important role in influencing the level of a child’s school attendance.

Highlights

Nothing stirs adults' emotions or captures their attention quite like the birth of a child (Bornstein, 2002)
The approach to child rearing is the answer. It is a method of child rearing that increases the likelihood of a child developing into the acceptable and capable individual society desires (Alvy, 2007)
OF THE STUDY In view of the problem identified, the purpose of the study was to investigate the effects of the three main parenting styles; authoritative, authoritarian, and permissive, in the Sefwi-Wiawso Municipality on the school attendance of Junior High school students

Summary

Introduction

Nothing stirs adults' emotions or captures their attention quite like the birth of a child (Bornstein, 2002). Child rearing practises must be moderated in order to provide the desired socialisation goals and competencies that boost a child's self-esteem and, as a result, interest in school attendance. Some parents have been confronted with the daunting task of balancing career and the responsibility of raising children who exhibit societally acceptable behaviours This rather difficult situation forces parents to relegate their critical role of parenting to a level that begs for culturally – established forms of child rearing. According to Rumberger (1995), motivation can come from factors such as the school environment's quality, the teacher-student relationship, and the staff's quality and effectiveness In light of these motivational issues, the parent's ability to effectively moderate the development of competence, aided by the provision of emotional autonomy, will enable the child to achieve the self-regulation Grolnick and Farkas discussed.

Objectives

Methods

Results