The Impact of Parenting Styles on Self-Esteem and Academic Performance in School Students

Abstract

Objectives: The present study aims to investigate the association of parenting style, self-esteem, and academic performance in school students.

Design: Correlational Study

Place and Duration of the study: This study was conducted in Leads University, Lahore from Nov 2016 to March 2017.

Participants and Method: The sample comprised of 338 school students. Children were recruited from different public and private schools of Lahore district. Students were asked to report information about both parents (i.e. Mothers=338, Fathers=338. The age range was 12 – 17 years (M=14.11; SD=1.47). The scales to study variables were Rosenberg Self-Esteem Scale and Scales of Parenting Styles.

Results and Conclusion: Linear regression analysis indicates parenting styles is the significant predictor of self-esteem in children. Mother control and father control over children increase the level of self-esteem as compared to parental responsiveness. Findings indicate parenting style is the significant predictor of academic performance, while mother control and father control were found strong predictors and over parental control significantly increase the level of academic performance in children. Furthermore, self-esteem enhances the level of academic performance in children. It is concluded that mother and father control over children enhance the degree of academic performance and self-esteem in children and self-esteem lead to academic performance as well.