Download pdf
Exploring the Impact of Parenting Styles on Academic Motivation and Achievement in Adolescents: A Cross-Cultural Literature Review in Middle School Students
- 1 University of Manchester
* Author to whom correspondence should be addressed.
Abstract
This paper examined empirical studies on the relationship between parental attitude, parenting style, and children’s academic achievement. The work began with a review of the literature on parenting styles and their relationship to child development from a typological perspective, as well as current research on the relationship between parenting styles, academic motivation, and adolescent academic performance. Also, it reports a significant correlation between children’s academic achievement and parental style. The review’s findings indicate authoritative parental styles are associated with higher academic achievement among adolescents worldwide. For the other three parenting styles, cross-cultural and cross-societal findings remained inconsistent. In addition, the paper examined factors such as differences in parental styles between nations. Finally, the paper highlighted the significance of researching parenting styles and how they can be refined in the future. Based on the study’s findings, it is recommended that parents and instructors collaborate to improve the academic achievement of middle school students.
Keywords
parenting styles, academic motivation, academic achievement, family education, cross-cultural study
[1]. Arnaud Chevalier. (2004). Parental education and child’s education: a natural experiment. University College Dublin, Dept. Of Economics. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=553922
[2]. Kimmel, D. C., & Weiner, I. B. (1985). Adolescence. Hillsdale, N.J.: L. Erlbaum Associates.
[3]. Maccoby, E. E., Martin, J. A., & Hetherington, E. M. (1983). Socialization, personality, and social development. Handbook of child psychology, 4, 1-101.
[4]. Güdül, D. M. (2015). The relationship between university students’ academic motıvatıon profiles and psychological needs, academic procrastination and life satisfaction. Department of Educational Sciences (Guidance and Psychological Counseling Program) Anadolu University Institute of Educational Sciences. Unpublished Doctoral Dissertation.
[5]. Tang, J., Li, N., Sandoval, J. R., & Liu, Y. (2018). Parenting Styles and Academic Motivation: A Sample from Chinese High Schools. Journal of Child and Family Studies, 27(10), 3395–3401. https://doi.org/10.1007/s10826-018-1164-7.
[6]. Steinberg, L., Elmen, J. D., & Mounts, N. S. (1989). Authoritative parenting, psychosocial maturity, and academic success among adolescents. Child development, 1424-1436.
[7]. Spera, C. (2005). A Review of the Relationship Among Parenting Practices, Parenting Styles, and Adolescent School Achievement. Educational Psychology Review, 17(2), 125–146. https://doi.org/10.1007/s10648-005-3950-1.
[8]. malasiya Ishak, Z., Low, S. F., & Lau, P. L. (2011). Parenting Style as a Moderator for Students’ Academic Achievement. Journal of Science Education and Technology, 21(4), 487–493. https://doi.org/10.1007/s10956-011-9340-1.
[9]. Attiya Inam, Nomaan, S., & Muhammad Abiodullah. (2016). Parents’ Parenting Styles and Academic Achievement of Underachievers and High Achievers at Middle School Level. Bulletin of Education and Research, 38(1), 57–74.
[10]. Dagnew, A. (2016). The relationship among parenting styles, academic self-concept, academic motivation, and students’ academic achievement in Fasilo Secondary School: Bahir Dar, Ethiopia. Science, Technology and Arts Research Journal, 4(3), 215. https://doi.org/10.4314/star.v4i3.33.
[11]. Trommsdorff, G., & Kornadt, H. J. (2003). PARENT-CHILD RELATIONS IN. Handbook of dynamics in parent-child relations, 271.
[12]. Schwarz, B., Schäfermeier, E., & Trommsdorff, G. (2005). Relations between value orientation, child-rearing goals, and parenting: A comparison of German and South Korean mothers.
Cite this article
Wang,Y. (2023). Exploring the Impact of Parenting Styles on Academic Motivation and Achievement in Adolescents: A Cross-Cultural Literature Review in Middle School Students. Lecture Notes in Education Psychology and Public Media,23,215-220.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the International Conference on Global Politics and Socio-Humanities
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).