Authoritarian Parenting Style and Adolescent’s School Achievements
Question: To what extent does an authoritarian parenting style affect academic development on adolescents?
Thesis: After weighing evidence of characteristics of high demands and low responsiveness it appears that authoritarian parenting that is not the best parenting method for adolescent academic development.
- Introduction
- Hook
- Definitions
- Academic achievement
- is vital at every stage of personal growth it is regarded as crucial at adolescent stage; as this stage determines one’s success of failure in life in what is described as identity crisis → (Boon, 2007)
- Authoritarian Parenting
- . is characterized by high demands and low responsiveness
- Background
- Baumrind Parenting Style – Psychologist that came up with the 4 parenting styles (authoritarian, authoritative, permissive, neglectful) based on demandingness and responsiveness → (Baumrind, 1991)
- . Authoritarian – high demand and low responsiveness
- Authoritative – high demand and high responsiveness
- Permissive – low demand and high responsiveness
- Neglectful – low demand and low responsiveness
- General characteristics of what makes a parent authoritarian
- . Parents have strict rules and regulations → Gottschling M, 2016)
- that are rigid, inflexible, and impulsive in nature
- Parents express ultimate authority with the no questioning policy
- Parents know what is best for the child and impose a dictatorship rule in which they ban and limit activities that hinder academic education
- Impose punishments → Gottschling M, 2016)
- Kids get punished without explanation when failed to meet requirements and constant mistakes yields to greater punishments
- Not responsive → (Baumrind, 1991)
- Compel kids to follow rules laid out without explanation
- Do not congratulate success (academic) instead except more of them
- Parents are obedience and status oriented
- Not responsive → (Baumrind, 1991)
- Express less warmth → (Baumrind, 1991)
- Not emotional or expressive towards growing children as well as no bonding or care with their children
- Control kids by shaming and withdrawal of love
- No choices or options → (Baumrind, 1991)
- Parents have a high standard for behavior where they expect obedience and respect for authority failure to meet expectation yields punishments imposed without any options
- The research plan
- Effects and reasons for academic achievement of authoritarian parenting on children using two meta analysis
- The research plan
- . Study 1 – Influence of Parenting Styles on the Adolescent Students’ Academic Achievement in Kenyan Day Secondary Schools → (Gottschling M, 2016)
- Study 2 – The Influence of parenting style on academic achievement and career path → (ZAHED ZAHEDANI, Z., REZAEE, R., YAZDANI, Z., BAGHERI, S., & NABEIEI, P. 2016).
- Evaluation of the two studies
- Adopt a methodological practice
- Conclusion
- . Which parenting style is best in most regions
- Significance
- Thesis
- After weighing evidence of characteristics of high demands and low responsiveness it appears that authoritarian parenting that is not the best parenting method for adolescent academic achievement
- Effects and reasons for academic achievement of authoritarian parenting on children
- Children develop obedience
- Long term authoritarian parenting yields psychological damage
- Less satisfying relationship between parent and child
- Child assumes that acceptance and love is strengthened by obedience
- Essential effects on kids → (Mehrafza 2005)
- poor socializing skills
- Low confidence
- Can’t express feelings
- Submissive to authority
- Lack decision making ability
- . Do not listen to intuition
- Confused about what is right and wrong
- Passive attitude toward role in life
- Not creative
- . Can’t act independently in life due to the fear punishment will be received if things are not done as expected → Cradlin, W. “Authoritarian…..”
- Mental effects → (Boon, 2007)
- Display aggressive or depressed or inferior behavior but to the facts that they are required to do tasks that they do not like
- . By adolescence children get depressed and turn rebellious
- Parents overruling gives the child’s the feeling that their decisions don’t matter which leads to low self-esteem
- Fear of failure
- . Children have constant fear and pressure to not fail but failure is important to learn from mistakes and perform well next time
- Adopt a dualistic thought pattern
- . Children become mentally rigid and don’t have different shades
- Children see others as either good or bad and do not tolerate different opinions
- Emotional effects on kids → (Mehrafza 2005)
- Prefer to suppress emotions
- . Tend to suppress emotions thinking that hiding feelings makes them less vulnerable to punishments
- Children do not trust genuine intentions or affections or emotions as they are used to earn lobe by living up to the rules, this impacts relationships as relationships need intimacy or honesty
- Children have difficulty in dealing with negative emotions → (Mehrafza 2005)
- . Negative emotion is not acceptable and may create a wrong self-image which leads to immense anger or depression that arises
- Social effect on kids → (Gottschling M, 2016)
- . Consider verbal or physical power attractive as they assume that showing power on those who are weaker or inferior may help them
- Like to incorporate fixed hierarchical behavior
- Higher risk of developing antisocial behavior and associated with drug use and juvenile delinquency
- Academic performance → (Verenikina, Vialle and Lysaght 2011)
- . Kids are poor in academic performance, social or cognitive competence and psychological well being
- Shaming a child for poor performance may lead to a poorer performance in problem solving as kids learn from positive feedback rather than negative
- Why do parents choose authoritarian parenting style → (Baumrind, 1991)
- Driven by cultural, national or ethical influences
- Raised by authoritarian parents
- Do not consider alternative approaches
- Believe only way to keep kids under control
- Research Evaluation
- First study – Influence of Parenting Styles on the Adolescent Students’ Academic Achievement in Kenyan Day Secondary Schools
- Method
- Study occurred in Rachuonyo North Sub County
- Out of a group of 2409 students and 47 principles in 47 schools conducted a simple random sample to select 263 participants from 14 schools as well as 10 principles
- According to Mugenda and Mugenda (2008), simple random sampling gives an equal opportunity for every person an equal chance of being selected and that was why it suited the present study
- Used questionnaires as well as interviews
- Questionnaire was used because it enabled data to be gathered within a short span of time (Creswell, 2013)
- Structured closed ended questions were outlined in the questionnaire
- Questionnaire had a response format in 5 point scale where participants had 5 options to choose from
- Strongly Agree, Agree, Undecided, Strongly Disagree and Disagree.
- Academic achievement was measured by County mock grade
- Semi-structured interviews in which a set questions were asked to many interviewees, but interviewees were given room for flexibility to allow new information to arise
- Interviews were conducted to collect information that cannot directly be observed or are difficult to put down in writing and capture the meanings beyond the written words as described by Oso and Onen (2009).
- Interview done with notebook and tape recorder
- Interview administered to 10 principles at principal’s office for 30 min
- Results
- . Regression analysis was conducted
- According to the analysis, these variables statistically significantly predict academic performance of the adolescents, F (4, 242) = 43.529, p < .05, R 2 = .630.
- Findings suggest that the IV explains 63% of the variability of the DV
- Significant variance (p=0.00) in means for the four predictors (DV) since our alpha value was p<0.05
- Implies that the means differ more than chance
- Can be concluded that of the four predictors on adolescents academic performance varies
- It can be concluded that all the predictor variable (DV) are significant since they are less than the common alpha of .05
- Finding agrees with Rogers, According to the analysis, these variables statistically significantly predict Theule, Ryan, Adams, and Keating (2009) in Canada who found out that parents who adopt strong authoritarian parenting styles contribute to students’ lower academic performance.
- Merha (2013) argues that parenting styles are not clear predictors of students academic performance
- Students from authoritarian parenting performed poorly in class
- have consistently called some parents to the school to discuss their children’s academic performance. When they come, they do not listen to me, the teachers and their children, instead, they dictate terms. As a result, their children continue to perform poorly (Principal, 8).
- A number of parents do not respect teachers’ views and their children’s views and only consider what they say as right. Some parents attribute this to their old age level, hence, are experienced to dictate what they want to be done. This affects their children’s academic performance, (Principal, 5).
- Agreement with Verenikina, Vialle and Lysight (2011) the authoritarian parenting style was negatively correlated to children performance and supported by Ashiona and Mwowa (2013)
- Two themes arose on the influence of authoritative parenting on academic achievement during principal interview was cruelty and strictness of the parents
- . This characteristic was found to be unhelpful to the academic development of the child
- Cruel parents shun their children from approaching them with any issues related to their social and academic life. Such students therefore cannot compete favorable with other students with parents who encourage freedom, expression of feelings, and mutual understanding. For example, a child may be having an issue that if not solved in time may interfere with his/her concentration but given the unapproachable nature of their parents, this child may not approach the parent with the issue and the end result is always failure [Principal, 8]
- Vernikina, Vialle and Lysaght (2011) study which found that high level of parental pressure incorporated within the authoritarian style can often reduce children’s intrinsic motivation
- Causing them to be reliant on extrinsic sources thus undermining the process of learning
- Roger et al. (2009) agreed that authoritarian parenting style often trigger poor communication skills,
- Essential predictor of future success
- Conclusion
- . Authoritarian parents explode, spank, yell and were strict with their children, and could also use threats as a form of punishment
- These parents also criticize openly the behavior of their children and could struggle to change how their children felt about things
- Analysis of their conclusions
- . Consent received from NACOSTI and Sub-County director of education
- Principle asked for permission
- Respondents were contacted by phone call
- Second study – The Influence of parenting style on academic achievement and career path
- Method
- . Correlation study
- Sample size of 1600 – 310 students randomly selected
- Baumrind’s parenting style and Moqimi career path questionnaires used to obtain a score
- Scores correlated with the students transcripts
- Pearson correlation coefficient used to study relation between variables
- Results
- . Significant relationship between authoritarian parenting style and educational success (p=0.03)
- Significant relationship between firm parenting style and career path of the students
- Authoritarian parenting and career path of the students
- Educational success and career path of the students
- Conclusion
- . Parents have an important role in identifying children’s talent and guiding them
- Mutual understanding and close relationship between parents and children are recommended
- Methods of correct interaction of parents and children is recommended to be more valued and parents familiarize their children with the roles of businesses and this important affair should be emphasized through mass media and family training classes
- Analysis of their conclusion
- Conclusion
- Conclusion
- Which parenting style is best for child academic achievement
- Authoritarian parenting and raising kids
- Simple answer authoritarian parenting is not the best way to raise kids
- Children have poor social skills, lower self-esteem and are less resourceful
- Kids achieve less at academics
- Authoritarian parenting and raising kids
- Significance
- . It is found that parenting styles influence academic achievement therefore the community needs to help out as well as teachers counselors should seek ways to strengthen the relationship
Introduction:
As pop culture takes over the world, many parents still conform to common ethnic cultures. One of these cultures is parenting style. Parenting style is a psychological construct that parents use for child rearing. Kids of certain parenting styles are likely to exhibit the same parenting style no matter where they live in the world.
According to Baumrind, parenting styles are based on two categories; demands and responsiveness. Authoritarian parenting style also called strict parenting is known for its high demands and low response to children. Characteristics of authoritarian parenting style include little to no response to children’s needs, enforcing their demands by the exercise of parental power and the use of threats and punishments, orientation towards obedience and authority, expectation of their children to comply without question. This results in children having characteristics that include low social and academic success in childhood or adolescence, and children tend to be unhappy. On a general scale boys are more affected than girls.
Academic attainment is reaching one’s goals which have been worked for.
The question being answered is to what extent does authoritarian parenting style affect child academic attainment in elementary school? The essay will include studies that show evidence for authoritarian parenting yielding good academic attainment and studies that show poor academic attainment. Than to conclude the evidence will be weighed up.
Works cited (APA)
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- ZAHED ZAHEDANI, Z., REZAEE, R., YAZDANI, Z., BAGHERI, S., & NABEIEI, P. Tab12(2016). The influence of parenting style on academic achievement and career path. Tab12Journal of Advances in Medical Education & Professionalism, 4(3), 130–134.
- Wilder, S. (2013, May 14). Effects of parental involvement on academic achievement: A Tab12meta-synthesis. Retrieved June 11, 2018, from Tab12https://www.tandfonline.com/doi/full/10.1080/00131911.2013.780009?src=recsys
