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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Self- efficacy was positively correlated with GPA and responsiveness but negatively correlated with demandingness. The author concluded that the study did not support the hypothesis for a positive relationship between parenting style and academic performance as reflected in the GPAs. One reason could be that other individuating factors could contribute to academic performance rather than parenting styles. One implication is that, parenting styles need to be reconceptualised into sub scales such as responsiveness and demandingness. The author stated that parenting dimensions of demandingness and responsiveness were insufficient in explaining academic performance based on self-reported GPAs. The results in the study provide further evidence for the requirement to examine intrinsic motivation as a mediator of the strength of parenting styles as being a predictor of academic performance.The study focused on the linear relationships whereas, future research may need to emphasise reciprocal and bidirectional relationships by exploring the possibility of academic performance or academic achievement as a predictor of parenting styles and the other variables in the …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.
Self- efficacy was positively correlated with GPA and responsiveness but negatively correlated with demandingness. The author concluded that the study did not support the hypothesis for a positive relationship between parenting style and academic performance as reflected in the GPAs. One reason could be that other individuating factors could contribute to academic performance rather than parenting styles. One implication is that, parenting styles need to be reconceptualised into sub scales such as responsiveness and demandingness. The author stated that parenting dimensions of demandingness and responsiveness were insufficient in explaining academic performance based on self-reported GPAs. The results in the study provide further evidence for the requirement to examine intrinsic motivation as a mediator of the strength of parenting styles as being a predictor of academic performance.The study focused on the linear relationships whereas, future research may need to emphasise reciprocal and bidirectional relationships by exploring the possibility of academic performance or academic achievement as a predictor of parenting styles and the other variables in the …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.