EFFECT OF AUTHORITARIAN & AUTHORITATIVE PARENTING

STYLES ON CHILDRENS ACADEMIC ACHIEVEMENT.

ABSTRACT.

This proposal aims to determine a very important aspect of parental psychology that is the
effects of authoritarian and authoritative parenting styles on children’s academic achievement
throughout their lives. Also, this research proposal gives us the idea about what is
authoritarian and authoritative parenting style and how it affects children’s academic
achievement. Instruments and methods used to conduct the research are also mentioned in
this proposal, the questionnaire used was under the guidelines of the theory Baumrind
parenting styles. The proposal gives a direct effective relationship between authoritarian
parenting style, authoritative parenting style and academic achievement.

INTRODUCTION.

(Zahedani et al., 2016) A child’s family is his first and foremost support, that he
receives throughout his life. And within family especially the parents; mother and father
serve very important function for the child. Parents are the building block of any child, they
learn to interact, develop moral, social cultural skills and educational creativity as well from
them. Hence, a balanced relationship between a parent and a child is very important to
develop. A good and healthy relationship can cause a positive influence on the child’s
behavior and development altogether, but a negative and unhealthy relationship can have
severe effects on the child’s behavior and development.

(Komaijani, 2006) Parenting styles are any kind of manner through which a parent
interacts with his child providing a medium for communication. Parenting style may be
formed accordingly to the circumstances in which a person was raised, or he may
also adapt parenting style from their parents. If a person was treated harshly in
his childhood, he may also adapt harsh parenting style from their parents.
Parenting styles have a very long-term effect on the development of attitude and
behaviors of children. (Baumrind, 1997) the parenting styles were first introduced by
Diana Blumberg Baumrind, she closely observed three groups of preschoolers from which

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she concluded that aggressive and unhappy preschoolers had strict and non-responsive
parents, self-sufficient and happy students had responsive and caring parents whereas,
childish students had parents who were being open but not much demanding. From all these
findings four parenting styles were developed by Baumrind. Namely; authoritative,
authoritarian, permissive and neglectful. The Authoritarian parenting style involves strict
behavior with being not responsive to the needs of children. They are also punitive and do not
allow freedom of choice to their children and are less involved in the problems their child
may be suffering. They use the phenomena of ‘’as I told you so’’ to any rule imposed
(Darling & Steinberg, 1993). Authoritarian parenting style can cause a child to
lose self-esteem, develop mental disorders like depression, anxiety also this style
can cause a child to become less sociable and have no interest in making peers.
They may also become hostile and aggressive and are usually unhappy.

(Morin, 2019) Authoritative parenting style on the other hand involves

their children’s responses and explains them the reason behind the rules they are
imposing. They are strict in a sense that they impose rules and orders as well as
explains the reason why they are imposing such rules. They are very cautious and
tend to maintain a positive environment between them and their children. In turn
children develop high self-esteem, have higher academic achievement, lower
level of mental illness and are sociable as well.

(Poorkarimi, 2010) By academic achievement we mean the educational

career of a person or what a person has up till achieved in the path of education,
what are his goals regards learning and acquiring education and are they met or
not met yet. A student may have high academic achievement if he performs good
through educational career and achieve effective grades. Thus, academic
achievement will also tend to increase a person’s knowledge and creativity.

Parenting style does have a side by side relationship with academic

achievement as well as how a person develops his learning and creative side. The
upbringing of a child has a very strong influence on his academic life. However,
it has been found that different parenting styles has different effects on the
academic achievement of children. As far authoritarian personality has been
linked with the failures in academic achievement, but it may vary through
cultures.
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 The main concern over here is that does authoritative and authoritarian
parenting style actually affect the academic achievement of students or not. Is
there any significant relationship between students’ academic achievement and
parenting styles? This relationship has also been promoted by previous
researches likewise. Altogether very less researches have been conducted on
parenting style effect on academic achievement in Pakistan, thus it is a topic of
concern in Pakistan, as the parents have traditionally and culturally developed
authoritative and authoritarian parenting style, usually. As parenting plays a very
important part in a child’s life it is very important to study about it and revamp
our styles accordingly. Parents can learn how can their style be improved for the
betterment of their children’s future.

LITERATURE REVIEW.

Yasmin and Kiani (2015) did a research on 350 students aged 17-20 years.
The sample drawn was from 10 Islamabad model colleges. For representing the
both genders equally stratified random sampling was used. The questionnaire for
academic performance was established for measuring academic achievement
whereas as Parental Authority questionnaire was used to measure parenting
styles. From the findings obtained, it was concluded that parenting style affects
students’ academic achievement in such a way that parents having authoritarian
parenting style had children whose academic achievement was negatively
affected whereas in contrast parents with authoritative parenting style had
students whose academic achievement were comparatively high and had a
positive academic achievement level, all these f bhindings were
concluded in the premises of Islamabad.

Ahmad et al., did study on a sample of 150 postgraduate students (75 male
and 75 female) from Islamaia university of Bahawalpur, Pakistan. The study was
based on how self-esteem is affected by parenting styles. Conclusions drawn
from the study indicated that authoritative parenting style positively affected
self-esteem and academic achievement, whereas there was a negative impact of
authoritarian parenting style on student’s self-esteem as well as academic
achievement. This conclusion was drawn through administering parenting style

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questionnaires and self-esteem questionnaires, administered separately to each
individual.

Khurshid and Nasreen (2017) in a study concluded that academic

achievement is significantly and negatively affected by social anxiety,
authoritarian parenting style negatively impacts academic achievement whereas
authoritative parenting style significantly and positively promoted academic
achievement. Sample of 200 students was selected from the universities of
Islamabad and Rawalpindi. Questionnaires were administered for measuring
social anxiety as well as parenting style whereas, academic achievement was
calculated from the CGPA of respective students.a

Zahedani et al., (2016) conducted a research on relation between parenting

style and academic achievement and career path selection 310 students from
shiraz university of medical sciences, as a sample. A strong influence of
parenting style on academic achievement was found. The research concluded that
parenting style does affect a student’s academic achievement as well as career
path. [ 1]

Chen et al., (1997) examined effects of parenting styles on Chinese

children’s academic achievement. A sample of second grade children were
selected, aged 8 years. They found out that authoritarian parenting style has
positive relation with the development of aggression and negative relation with
peer socialization and academic achievement. Whereas, authoritative parenting
style was associated positively with peer sociability and academic achievement
and negatively with adjustment problems. [2 ]

Jari-erik, Kaisa and Hakan (2000) studied to which extent does family
style is related to adolescent’s achievement. They selected a sample of three
hundred and fifty-four 14 years old adolescents. They were administered family
parenting style inventory. Based on the interpretation of students they were able
to identify four styles of parenting namely authoritative, authoritarian,
permissive, and neglectful parenting styles. From the findings it was concluded
that adolescents from authoritative style had adaptive achievement which had
low level of failures whereas those adolescents whose parents had neglectful or
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authoritarian parenting style had high level of failures as well as less self-
enhancing attribution. It was concluded that parenting style does influence the
achievement of adolescents. [ 4]

K. E. Cramer (2002) conducted a study who main purpose was to find out
the relation between parenting styles (authoritative, authoritarian and
permissive) and children’s classroom motivation. The population consisted of
281 first and third grade students and their parents. The conclusion drawn was
that authoritarian and permissive styles negatively affected the children’s class
room motivation whereas authoritative style positively affected children’s
classroom motivation.

Methodology

Objectives

The main objective of the study is to find out the effects of parenting style
on academic achievement specifically authoritarian and authoritative parenting
style. The study will be conducted by administering questionnaires about
parenting styles and academic achievement to each individual and then the
results will be calculated through SPSS version 16. The sample must be of at
least 30 university students. Very less researches have been carried out on this
specific topic of parenting style, all over the Pakistan. Thus, it is a topic of
concern.

Hypothesis

The two main hypothesis of the study are as follow:

H 1 = Authoritative parenting style has a positive effect on the academic

achievement of students.

H 2 = Authoritarian parenting style has a negative effect on the academic

achievement of students.

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Operational definitions

 Parenting styles (independent variable)

(Baumrind, 1971) Parenting styles are somewhat a way of interaction between a

parent and child. Usually a parent may develop authoritative or authoritarian
parenting styles. (Buri, 1991) Objectively parenting style is decided or assigned
through the administration of parenting authority questionnaire. Scoring is based
on a 5-point Likert scale ranging from never to always. Authoritative, permissive
and authoritarian parenting styles have different sections. Higher the score in a
specific section indicates that the person has that particular parenting style.

 Academic achievement (dependent variable)

By academic achievement we mean what is the current goal or gain of a

particular student in educational domain. The academic achievement is found
from checking CGPA of students from their respective universities.

Sample

The research will be conducted on a sample of 30 university students.

They will be approached and asked to fill up the questionnaires, before that
informed consent will be also taken and they will be assured that their
information will not be used without their permission. The participants will also
be assured that their results will be safe and also, they can be informed if they
want to know about results.

Instruments

The instrument used will be parental authority questionnaire developed by

Buri. This instrument measures three different type of parenting style namely
authoritative, authoritarian and permissive. The scale has 3 subscale scoring
based on 5-point Likert scale. The scale basically asks the students to rate their
parents.The validity and reliability of the instrument will be calculated. Also,

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from literature review it has been found that this questionnaire has a very good
generalizability as well as test re test validity.

Procedures

Students from universities will be approached and they will be briefed

about the aim of the research. They will be then asked to fill up the provided
questionnaires, they will be also assured that the findings will be only used for
the research purposes and their identity will not be exposed. The findings from
the questionnaires will be then summarized with the help of SPSS version 16.
After finding the results from parental authority questionnaire, academic
achievement of students will be assessed from the CGPA of student’s university
results. Finally, the results obtained from parental authority questionnaire and
academic findings then the results will be formulated. The findings will be then
calculated and analyzed then final concluding will be reported. The participant
will be informed about the results if he is interested in getting informed.

Ethical consideration

Following ethical considerations must be kept in mind while conducting

this research.
o The purpose, duration and procedures of the study must be
discussed with the participants.
o The information gained will not be disclosed at any cost.
o The identity of the participant will not be exhibited.
o The information used in the research will not be used for any other
purpose without the permission of the participant.
o The research must cause no harm to anyone.

Analysis plan

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 For analysis data must be collected through parental authority
questionnaire and CGPAS of university students. Data must be analyzed through
SPSS version16. Findings will be then matched up and results will be concluded.

Implications

Parental psychology has been a very broad area of discussion, in turn very
less work has been done on it. Parents play an important role in shaping a
person’s overall existence, thus it can have a very deep influence on a person’s
life. If parenting styles are studied parents can try to improve their styles and
being much more helping and kinder to their young ones. This study has over all
the following implications.
o It can help parents to identify their flaws and improve them.
o If parents improve their parenting style their young ones will also
tend to have a much more positive parenting style in the near future.
o A positive parenting style will not only promote happiness but also
will promote good educational upbringing as well as moral values.

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 Reference:

1. Aqeel, A., Tufail, M., & Husaain, I. (2014). a study on impact of parenting styles and
self-esteem on academic achievement of postgraduate students. The Sindh University
Journal of Education, 43, Issue 2014, 96-112.

2. Baumrind, D. (1971). Current patterns of parental authority. Developmental

Psychology, 4(1, Pt.2), 1-103. http://dx.doi.org/10.1037/h0030372.

3. Buri, J., (1991). Parental authority questionnaire. Journal of personality assessment,

57(1), 110-9 DOI: 10.1207/s15327752jpa5701_13

4. Chen, X., Dong, Q., & Zhou, H. (1997). Authoritative and Authoritarian
Parenting Practices and Social and School Performance in Chinese
Children. International journal of behavioral development, 21(4), 855-873.
doi.org/10.1080/016502597384703

5. Cramer, K. (2002). The influences of parenting styles on children's

classroom motivation. LSU Master's Thesis. 1853.
https://digitalcommons.lsu.edu/gradschool_theses/1853

6. Kaisa, A., Hakan, S., & Jari-erik, N. (2000). Parenting styles and adolescents'
achievement strategies. Journal of Adolescence, 23(2), 205-222.

7. Khurshid, S., Dr. Nasreen. (2017). Parenting style as a predictor of social anxiety and
academic achievements of university students of Rawalpindi and islamabad. The
foundation university journal of psychology, 1 (1), 75.

8. Zahed Zahedani, Z., Rezaee, R., Yazdani, Z., Bagheri, S., & Nabeiei, P. (2016). The
influence of parenting style on academic achievement and career path. Journal of
advances in medical education & professionalism, 4(3), 130–134.

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