PARENTING STYLES AND ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS
Delvina BEKA, Qufli OSMANI
Abstract
This research aimed to analyze the relationship between parenting styles and academic achievement in high school students, at the same time determining the predictive value of parenting styles and sociodemographic variables in academic achievement. In this research 159 participants took part; 88(55.3%) of them were women, and 71(44.7%) of them were men, between the ages of 15 and 18. The Mensa questionnaire was used as a measuring instrument for parenting styles, while academic achievement was measured with the average grade. Through the SPSS statistical package, the data were analyzed, and through Pearson's correlation, it was proven that the democratic style has a significant negative correlation with academic achievements (r = -.182*; p = 0.021), and the authoritarian style has a significant negative correlation (r = -.265**; p = 0.001), while the neglectful and cooperative styles did not show a significant correlation in terms of academic achievement. Predictors: parenting styles and socio-demographic characteristics, turn out to explain the important criterion variable of academic achievements. The results obtained show that 22% of the variation in academic achievement is explained by the group of predictors together (R2 = 0.220; p <.000). A special focus on parenting styles and their promotion would be necessary for interventions aimed at improving academic performance.
Pages:
51 - 58