The relationship between parents' parenting style and their children's academic performance - the study of parents of the second (eighth) grade of the first year of high school in Ilam city

Dissertation for Master's Degree in Psychology (M.A)

Trend: General

Abstract:

The main purpose of this research is to investigate the relationship between parents' parenting style and the academic performance of students in the second year of the first period of high school in Ilam city. To achieve this goal, questions and hypotheses were raised and information was collected through a survey. The statistical sample of the current research was formed by the second year students of the first secondary course along with their parents, from among them and based on Cochran's formula, 340 people were selected as the sample size. Diana Baumerind's parenting methods questionnaire was used to collect data. The findings of the research show that 65.2% of families have assertive parenting style, 22.4% have authoritarian parenting style and 12.4% are lax. The results of the data analysis show a positive and significant relationship between parents' assertive parenting style and children's academic performance, but there is a negative and significant correlation between parents' permissive parenting style and authoritarian parenting style with children's academic performance. Also, the academic performance of children whose parents use assertive parenting style has been better than permissive and autocratic parenting styles. The results of the multivariate regression analysis showed that 42.2 of the total changes in the academic performance variable are related to the 3 variables mentioned in this equation. The highest effect on the dependent variable is related to the authoritarian style with an effect size of -0.446 and the lowest effect is related to the permissive style variable with an effect size of -0.076. The results of this research show that the most ineffective parenting style is the authoritarian method. Keywords: parenting - assertive style - permissive style - authoritarian style - academic performance - Introduction:

The basis of scientific development of any university is the education and upbringing of that society, and in this regard, paying attention to the quality of education and improving the scientific level and academic performance of teenagers and young people is the reason for the strength of the scientific structure of the society and moving in the right direction. It becomes a field of scientific development. Therefore, the search for ways to increase the scientific level of people and academic progress includes the talent, ability and work of the student. This is a multidimensional element. This element is related to physical, social, cognitive and emotional development in a very subtle way and is not related to a specific case, rather it shows itself over time and in the life of students in public schools and in the years of university and working life (Stenberg [1], 1993, quoted by Parviz, 2014). Removing the obstacles to better academic performance of teenagers and young people is one of the necessities that should be taken into account.

On the other hand, academic progress as a dependent variable is always considered The attention of researchers has been drawn. Learning and academic progress depend on countless factors that cannot be easily identified and controlled. In examining the effective factors in academic progress, it is necessary to mention two categories of factors, one is the factors related to the student and the characteristics of the individual and in general what is referred to as individual differences, and the second factor is the factors related to the school and the education system, family factors, etc. In other words, academic progress (decline) is sometimes due to the characteristics, characteristics, mental, social, and emotional indicators of the student himself, and sometimes due to the functions of the school and the internal system of education, the family institution, or other institutions of society.

Among the factors related to academic progress, is how parents communicate with their children and in some ways their parenting methods. To explain the relationship between parenting style and children's behaviors, new researches have relied on the components of relationship and care and structure. Parental responsibility and intimacy are elements of relationship and care, and restriction controls are considered elements of structure (Alexander [2], 2006). In a study carried out by Repinski and Shank (2002) on 76 families (both parents and teenagers in those families), they investigated the effect of warm and supportive behavior of parents on adjustment in school, academic performance and behavioral problems of teenagers. They concluded that the behavior of parents has an effect on these variables. (Tanhayirshvanlu, 2007) Also, the cultural background of the family has an important impact on parents' beliefs for raising children. Cultural differences can create special differences in beliefs, beliefs and behaviors of parents about their children. Studies show that parents with different backgrounds and cultural background, within the same society, in their views of parenting and child development.Studies show that parents with different backgrounds and cultural backgrounds, within the same society, differ in their views on parenting and child development (Bornstein[3], 1991, quoted by Tajari, 2019).

Parenting methods are different and depend on the type of families and other variables. Based on this, the researcher in the current research seeks to examine the relationship between parenting methods and children's academic performance.

1-2- Statement of the problem

Educational progress[4] of students and the investigation of factors influencing it is an important issue that has been allocated a major part of educational science and psychology researches. Researchers agree that in addition to education, many other factors such as the environment, school, family, parenting styles, and the child's social environment in which the child lives, as well as individual characteristics such as intelligence, personality, age, peers, and motivation, play an important role in his academic performance (Vodudi Mofid et al., 2013). In the formation of children's behavior and social views, the emotional aspects of parent-child relationships play an important role. In families where parents have loving behaviors, children usually grow up with positive moral behaviors, respect for others, and the motivation to progress (Mohbi Nooruddin Vand et al., 2019).

The family is one of the most important factors influencing children's personality due to its significant impact on children's psychological development, and it directly and indirectly affects a person's academic progress. (Desjardins[5] et al., 2008). In general, the role and influence of the family on the formation of personality has been considered mainly in the three axes of the influence of parenting styles, other family members and the order of children's birth (Vick Nelson and Isrel [6], 2009).

Parenting style is a set of attitudes about the child that leads to the creation of an emotional atmosphere in which parents shape and regulate their behavior with the child (Darling and Stenberg [7], 1993; quoted by Zamani and Abedini, 2012). Baumirand[8] (1991) has identified four parenting styles based on the two dimensions of expectation[9] and response[10], which are: 1- Authoritarian parenting[11] in which parents have high expectations and expectations from their children, but little response, they emphasize unquestioning obedience of children, lack warmth, intimacy and support and are very strict; 2- Authoritative parenting [12] in which parents are both requesters and responders, have clear and clear rules, use logical and reasoning methods to convince children, are supportive and empathize with the child (Coplan [13] et al., 2002; cited by Zamani and Abedini, 2012); 3- Neglectful parenting[14] in which parents are very responsive and less demanding. They do not impose many rules for their children and do not have control over their behavior; 4- Parenting without attention and care, in which parents are neither responsive nor demanding, lack clear rules, lack warmth, support, and intimacy, and do not monitor and control their children's behavior (Kopko [15], 2007).

In fact, parenting styles influence self-esteem, independence, self-control, and ways to deal with stress in children and adolescents (Kopko, 2007; Vargo [16], 2008) affect their other behaviors, including academic performance, uncompromising and problem-causing behaviors (Aber[17] et al., 2009; Turner[18] et al., 2009; quoted by Zamani and Abedini, 2013).

Research findings indicate that high success in school is related to assertive parenting methods. In a large study, it was found that very successful high school children who had high grades, their parents had a decisive way, and the lowest grades belonged to students who had autocratic parents (Birami and Bahadri Khosrowshahi, 2009). For example, in the research of Anola[19] et al. (2000), it was shown that there is a relationship between parenting methods and the academic success of adolescents; In such a way that the higher the level of parental support and responsiveness in the educational method, the higher the level of educational progress of the children.

The social, cultural, technological and economic changes that occurred in the new period in Ilam province have changed the various structures of this society, and the range of these changes has probably spread to the relationship between parents and children, and the parenting methods of parents also include part of these possible changes.