Relationships Between Parenting Styles And Academic Performance: Article Analysis
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The aim of the first article was to examine the relationships between parenting styles, academic performance and the effects of motivation, goal orientation and self-efficacy. The study contained two hypotheses- the first one being that, parents who possessed high demandingness and responsiveness, would have adolescents with high academic performance and on the other hand parents who are high in demandingness and low in responsiveness would have adolescents with low academic performance. The second hypotheses was that the relationships of parenting styles and academic performance would be mediated by motivation, goal orientation and academic self-efficacy of the adolescents. One hundred and forty-eight high-school students participated in
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Four hypotheses were stated, namely, establishing the kind of association between beliefs about mathematics and students, the relationship between parental involvement in mathematics learning and anxiety, influence of culture on parental beliefs and students mathematics anxiety and the influence of culture on the relationship between parental beliefs/ involvement in the anxiety regarding mathematics in students. Participants included parents and students from Years 6,7,and 8 from three differing cultural backgrounds (Greek, Chinese, and Arabic). The materials provided were the Value of Mathematics Scale and the Parent Involvement Questionnaire used to measure parental beliefs and involvement. The mathematics anxiety of each student was measured using the Mathematics Anxiety Questionnaire. The results found that there was no significant relationship between parental beliefs and mathematics anxiety. No cultural difference was recorded. The author concluded that parental beliefs did not play a role in the students performance in academics or mathematics anxiety. Also no cultural difference in parenting styles was seen, except that, Greek parents spent more time …show more content…
Whether there were similarities or differences in the amount of time that mothers and fathers spend with their children on their academics? 2. Did the extended family involve themselves in the child’s academics, 3. What activities did the children take part in at home and was there any correlation with what the fathers and mothers reported. 4. Did the length of stay in the US play a role with the child academic skills and social behaviour?, and 5. Whether parenting styles, parent-child academic activities at home and parent-school contacts were associated with the children’s academics skills and social behaviours. The participants consisted of 70 Carribean immigrant families who spoke english at home and their pre-kindergarten and kindergarten children. The materials consisted of a Parental Authority Questionnaire (PAQ) used to measure parenting style by a 10- Likert type rating. A descriptive account was made on the amount of time the parents spent with the child’s educational activities such as reading to the child, helping the child with homework and with difficulties they had at school. The model was tested using hierarchal regression analyses.
Four hypotheses were stated, namely, establishing the kind of association between beliefs about mathematics and students, the relationship between parental involvement in mathematics learning and anxiety, influence of culture on parental beliefs and students mathematics anxiety and the influence of culture on the relationship between parental beliefs/ involvement in the anxiety regarding mathematics in students. Participants included parents and students from Years 6,7,and 8 from three differing cultural backgrounds (Greek, Chinese, and Arabic). The materials provided were the Value of Mathematics Scale and the Parent Involvement Questionnaire used to measure parental beliefs and involvement. The mathematics anxiety of each student was measured using the Mathematics Anxiety Questionnaire. The results found that there was no significant relationship between parental beliefs and mathematics anxiety. No cultural difference was recorded. The author concluded that parental beliefs did not play a role in the students performance in academics or mathematics anxiety. Also no cultural difference in parenting styles was seen, except that, Greek parents spent more time …show more content…
Whether there were similarities or differences in the amount of time that mothers and fathers spend with their children on their academics? 2. Did the extended family involve themselves in the child’s academics, 3. What activities did the children take part in at home and was there any correlation with what the fathers and mothers reported. 4. Did the length of stay in the US play a role with the child academic skills and social behaviour?, and 5. Whether parenting styles, parent-child academic activities at home and parent-school contacts were associated with the children’s academics skills and social behaviours. The participants consisted of 70 Carribean immigrant families who spoke english at home and their pre-kindergarten and kindergarten children. The materials consisted of a Parental Authority Questionnaire (PAQ) used to measure parenting style by a 10- Likert type rating. A descriptive account was made on the amount of time the parents spent with the child’s educational activities such as reading to the child, helping the child with homework and with difficulties they had at school. The model was tested using hierarchal regression analyses.