parenting styles impact on children academic achievement

1. PARENTAL STYLE IS AN EFFECTIVE INDICATOR OF STUDENT
ACDEMIC PERFORMANCE

2. PARENTAL STYLE IS AN EFFECTIVE INDICATOR OF STUDENT
ACDEMIC PERFORMANCE
A parenting style is a psychological
construct representing standard strategies
that parents use in their child rearing.

3. Human beings are social animals; they live in groups. One such a
group is a family. In a family, mature members shape the
behaviors of immature individuals so that they grow as
competent and contributing members. This process is said to be
socialization, which greatly contribute in the academic
performance and mental health of the children.
Psychologists Bark (1991) believe that socialization pressures begin in earnest
during, the second year of life when children first display an ability obey with
parental orders. .No soon as parents place greater emphasis on socialization
toward the end of the infancy period, they vary considerably in how they go
about the task. This variation in parental behavior tends to give rise to
differences in children's behave and academic performance.

4. Positive parenting sometimes
called positive discipline, gentle
guidance, or loving guidance is
simply guidance that keeps our
kids on the right path, offered in
a positive way that resists any
excitement to be punitive.
Studies show that's what helps
kids learn consideration and
responsibility, and makes for
happier kids and parents.

5. ,
A day at the park, a few hours at the
library, play dates with friends

6. MAKE A GAME Daily Words

7. visuals

8. STORY TIMETALK IT OUT

10. Khan and Tufail (2014) conducted study for exploring the
relationship between parental styles and self esteem on
academic performance of school students. Total sample
size was (N=150), equally (n=75) was females and males.
However an irrelevant association of respected parenting
approaches through educational victory or letdown of
learner’s gender wise is present. Therefore, it was
concluded strict parenting technique comprise important
bang school success of students

11. A major study of 25,000
U.S. school children
showed home discussion
parents talking with
children about school
activities and programs
had a greater impact on
academic performance
Hountenvilli and Conway
(2008) based at the University
of New Hampshire observed
that higher academic
performance of students was
due to parents spending more
time talking to their children
during dinner time to
understand their worries and
fears. The research proved
that the most effective forms
of parent’s involvement are
those which engage parents in
working directly with their
children in learning activities
at home.

12. Parent’s styles and attitudes,
cognition, decision making and
adjustment are playing great role
in student’s academic
performance (Brown & Iyengar,
2008).
Steinberg, Lamborn, Darling, Mounts, and
Dornbusch (1994), investigated Parental
style impacts on academic performance
within one year span of time analysis. He
found both parental styles have strong
positive and negative relation ship with
academic performance.
Yasmin and Kiani (2015) explored
parental styles relation with
students academic performance,
sample size was (N=350) draw to
Islamabad collages, applied
sampling technique was stratified
random sampling. The findings of
the study exposed authoritative
parenting style of mother and
father had a positive relationship
with academic performance. While
authoritarian and permissive
parenting style of mother and
father associated negatively with
academic performance

14. Hypotheses
To achieve the above objectives the present research formulate the hypotheses
that are as follows
H1: Parental style is the predicator of the student’s significant performance
difference at school level.
H2: positive parental style highly predicts the good student’s academic
performance at school level.
H3: Negative Parental style to be more likely will predicts low level of
academic performance in school students.
H4: Males greatly will influence by both parental styles, then to females.
H5: Educated parents parental styles to be more likely highly effecting on
student’s performance, rather than to uneducated parent’s parental styles.

15. Sample Size
The present research sample size was (N = 174).
INSTRUMENTS USED
For the present study two scale were used one the measure of parental.
(MOPS) was developed to measure the parental style. This is self-
assessment tool; consist on 15 numbers of items (Parker, Roussos,
Pavlovic, Mitchell, Wilhelm & Austin, 1997). Academic performance
rating scale was developed by (George, Mark, Dupaul Rapport &
Perriello, 1991). This was consisting on nineteen statements with five
response categories.

16. RESULTS
Table 1
Mean, SD and effect size of school student’s performance
within two different parental styles
PPS NPS
(n = 44) (n = 44) 95% CI

17. variable M(SD) M(SD) t(82) p UL LL Cohen’s
d
Performance 36.67(6.654) 77.52(13.247) 17.862 .000 45.432 36.282 0.2419
Table 2
Mean, SD and effect size of school student’s performance in both parental styles gender
wise
Females Males
(n = 44) (n = 44) 95% CI

18. variable M(SD) M(SD) t(82) p UL LL Cohen’
s d
Performance 1.33(.477) 2.67(.477) -12.806 .000 -1.126 -1.540 1.308
Table 3
Mean, SD and effect size of school student’s performance in positive and
negative parental styles educational status wise.
Uneducated P Educated P
(n = 11) (n = 11) 95% CI