Abstract

Background: Parenting styles its approaches of behaviors that are adopted by parents to communicate with their kids. Different styles of parenting can affect the kids’ educational accomplishments.

Objectives: To examine the parenting styles’ effect on the academic achievement of pupils, and to find out the association between

the demographic characteristics of pupils and their parents with their academic achievement.

Methods: A cross-sectional study design was used. The study was performed during the period from December 2022 to January

Results: The findings disclosed that 57% were females, 33.3% were in the fifth grade, and 36.3% were the first child in their families. Some of the parents have diplomas and above as educational attainment (28%). There is a significant statistical relationship between the academic achievement of pupils & their age, sex, order, and number of siblings in the family, grade, and parents’ educational attainment at p-value<0.05. The “Permissive parenting” style is negatively associated with the academic performance of learners. While authoritative, and authoritarian parenting styles positively influence the academic performance of students.

Conclusion: The study concluded that multiple factors influence pupils’ academic performance as students’ age, sex, child order, number of siblings in the family, school grade, and parents’ educational attainment in addition to the great impact of parenting styles. The current study provides an understanding of how various parenting styles may affect students’ academic outcomes.

Keywords: Parenting style, authoritative, authoritarian, permissive, academic achievement, children’s school achievements.

INTRODUCTION

“Parent’s house is the 1st   natural institute of physical, spiritual, intellectual and psyche development of children where the parents act as supervisor and guide, whereas the children are subordinators and followers”. Children spend abundant time with their parents, which may impact them in a positive or negative way [1].

Several aspects, such as parent personality and psychopathology, parenting philosophies, “parent-child rapport, marital fulfillment, parenting style of partner, work tension, child personality, level of education, and socioeconomic status may affect on way defining the role of parenting styles” [2].

Parenting   styles   categorized   “parents   based   on two   scopes;   responsiveness   and   demandingness, and identified three unlike types  of  parenting  styles: [authoritative,   authoritarian,   and   permissive]”   [3]. Darling and Steinberg described “parenting styles as a constellation of attitudes toward the child that are

communicated to the child and that, taken together, create an emotional climate in which the parent’s behaviors are expressed” [4].

Commanding or authoritarian style of both parents can understand their offspring’ thoughts, this offers guidelines and care of children, whereas lack of persuasion, direct and very responsive features of permissive childrearing. Lastly, “Authoritarian parents are greatly unresponsive, much demanding and assume compliance from their offspring” [5].

Democratic parenting considers (tough & responsive), autocratic (tough nevertheless unresponsive), and permissive (reactive nevertheless not tough). Every parenting style impacts differently on the pupil’s educational outcome [6, 7].

The styles that the parents adopt may increase or decrease the educational achievements of students. Pupils who come from homes in which the parenting style is engaging with a child’s schooling are expected

Parents from different cultures and different socioeconomic backgrounds may offer protection against the persistent impact of burden on students in their environments as learning difficulties by providing life with less pressure results in better outcomes [12].

The atmosphere that is introduced  at  school  cannot perfectly produce professional learning for pupils without parents’ assistance [13, 14]. The objectives of the current study are to examine the impact of different parenting styles adopted by parents on the academic achievement of children at school. In addition to finding out the relationship between demographic characteristics of students and their parents with students’ academic performance.

METHODS

A cross-sectional study was performed in four randomly

of descriptive statistical analysis covering frequency, percentage, arithmetic mean, standard deviation, inferential statistics, and multiple regression used to achieve the current objectives at P value ≤ 0.05.

RESULTS

Table 1 shows that the average age of pupils was 10.7 years, with 57% females. In addition, 33.3% were in the fifth grade, and 36.3% were the first child. High percent for both parents with diplomas and higher educational attainment. 98.6% of fathers are working, whereas 56.9% of mothers working. Fig. (1) displays the distribution of academic achievement of pupils.

Table 2 shows multiple regression of school-age academic performance and their general information.

Table 1: General information of pupils (n=171).

SD= Standard Deviation

There is  a  significant statistical  relationship  between the academic performance of students with their age, sex, order, number of siblings in the family, grade, and parents’ educational attainment at p-value ≤ 0.05. There is no significant statistical relationship between school performance and parents’ occupation.

Table 3 demonstrates Regression analysis which exposes         a    weak    positive    association    between authoritative and authoritarian parenting styles and educational  performance among school-age  children, while permissive parenting style predicted a significant negative association with the educational performance of students.

Table 2: Multiple regression of school-age academic performance

and their general information.

*Significant  level  at  p  ≤  0.05,  *Significant  level  at  p  ≤  0.01,  B

=unstandardized (Beta=Standardized Coefficients), (t) test the significance of the regression equation

Table 3: Multiple regression academic performance of school-age

and parenting style.

*Significant level at p ≤ 0.05, B =unstandardized (Beta=Standardized

Coefficients), (t) test the significance of the regression equation

DISCUSSION

The academic achievement and performance of pupils are influenced by multiple factors, this study examines these factors, with a particular focus on parenting style.

The present study shows (Table 2, Fig. 1), that school- age children have higher academic performance and get better grades with an increase in their age, and this is

because of the control of consideration and the focus ability that increase with age. This result goes along with the meta-analysis study that conclude; that children showed evidence of using sophisticated attentional control, and this attention is associated with positive academic outcomes [17]. On the contrary, researchers found that children’s ages are not significantly impacted on pupils’ academic achievement [18, 19]. Furthermore, the study showed that older children have challenges with school achievement [20].

Concerning the child sex, the present study disclosed in (Table 2) that the school performance of boys is better than girls, and this result was opposite to many studies that revealed that females academically perform better than male students [21-24]. While another study found that there were no significant variances between female and male pupils in their academic achievement [19].

Regarding  the  child  order  and  number  of  brothers and sisters in the family, the results demonstrate that small family size and low child order predicted positive academic achievements since big families have great responsibilities towards their children, and this may affect the quality of parent-child interaction patterns, and attachment [25-27]. Current findings are compatible with the findings which indicated that parents who have a single child are involved further in their education than parents who have more than one child, and this expect positive academic performance [28]. Whereas, another study exhibited that family size and order of child do not affect pupils’ academic success [29]. Also, Korir’s study exhibited that the number of brothers and sisters did not affect pupils’ academic success [30].

The findings in (Table 1) declare that the majority of fathers are working, while around half of mothers are not working. The study reveals in (Table 2) no significant relationship between parents’ jobs and pupils’ academic achievement, and the current result is inconsistent with various studies that concluded; a significant association between parents’ occupations and pupils’ academic accomplishment [13, 19, 22, 31].

In this study, high parents’ educational attainment is significantly associated with high academic performance as shown in (Table 2). This result consistent with several studies reveals that pupils with parents who are with high schooling attainment are better than pupils whose parents with low or no schooling attainment [19, 22, 24,

32, 33].

The study result disclosed in (Table 3) presents a weak relationship between authoritarian, and authoritative styles with positive students’ educational success. While permissive parenting style was significantly associated with negative pupils’ academic achievement. Current results are supported by a study that concluded that; a permissive style harms educational achievement [2]. Other studies, indicated that students perform better when their parents use the authoritative style, which is consistent with the present study findings [1, 21, 34].

However, some researchers revealed an insignificant or weak association between styles of parenting and pupils’ academic performance [13, 35]. On the other hand, a number of scholars found that positive parents’ involvement and parenting styles have a positive influence on pupils’ academic success [1, 2, 14, 36,

37]. All of these studies are in line with the current study results.

LIMITATIONS

It’s difficult to establish absolute cause-and-effect relations. Following studies with larger sample sizes may show the influence of cultural as well as socioeconomic aspects on parenting styles.

CONCLUSION

School-age children have higher academic performance and get better grades with an increase in their ages. The school performance of boys is better than girls. Small family size and low child order predicted positive academic achievement. Parents with high educational levels positively affect pupils’ achievement at school. Furthermore,  democratic  and  autocratic  styles  that are adopted by parents result in better educational achievement than permissive style.

RECOMMENDATIONS

Governmental institutions  may  offer  courses  for parents to help them become familiar with positive discipline style techniques (parenting style).

Seminars  and  workshops  may  be  suggested  on

parenting styles’ alertness in schools.

ETHICS APPROVAL

Official consent was granted from the faculty of nursing / University of Babylon for carrying out the present study. Additional approval was received from the Education Directorate  of  Babylon  (Reference  #  125  IN  20-11-

2022). All  procedures  performed  in  studies  involving human participants followed the ethical standards of the institutional and/ or national research committee and the Helsinki Declaration.

CONSENT FOR PUBLICATION

Consent was sought from specific schools authority and

parents.

AVAILABILITY OF DATA

All of the collected data are summarized in results of this article. Further data related queries may be directed to the corresponding author.

FUNDING

None.

CONFLICT OF INTEREST

The authors declare no conflict of interest.

ACKNOWLEDGEMENTS

The authors are thankful to the schools and participants involved in the current study for their cooperation.

AUTHORS’ CONTRIBUTION

AF: Study concept, designing, and manuscript drafting. ZA: Study design, critical review, and revision of the initial draft. NM: Study designing, result analysis, interpretation, critical review, and revision of the initial draft. ZA: Critical review and revision of the initial draft. All authors have read and approved the manuscript.

REFERENCES