Family are well known to play a role in the success of their child. Increasing parental participation in education has become a priority and promotes educational achievement (Annette Lareau, 1987). Most the schema the children develop comes from their family, as they spend majority of their first few years with their family who feel responsible to build them up and teach them who they are. Being surrounded by family also has an effect on the academic success of a student throughout their schooling. Parenting, is one of the main factors that makes up cultural schema, and therefore reliable parenting facilitates academic success in students (Laurence Steinberg et al., 1989).
Authoritative parenting is essential within a family’s structure, framework and teachings as it is a major factor facilitating and influencing academic success and adjustment in a student’s life (G.P. Hickman, S. Bartholomae, and P.C. McKenry, 2000). Parenting approaches and techniques like support, upholding a healthy relationship, warm and fair treatment, firm treatment and restrictive control are all attributed to students who achieve academic success in school, and have healthy positive schemas about the world. A study about authoritative parenting, psychosocial maturity, and academic success among adolescents was conducted by Laurence Steinberg, Julie D. Elmen and Nina S. Mounts in 1989. The study was about the relation between 3 aspects of authoritative parenting - acceptance, psychological autonomy and behavioural control - and success in school. A sample of 120 students between the ages of 10 and 16 were examined in order to test the hypothesis that authoritative parenting facilitates, rather than merely complements success. The results showed that auth...
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...itions saw “too much education” as a cause for not being able to cope with the difficulties of life and the simple everyday practical tasks. Kids who went to work after finishing high school and supported their families financially were attributed to showing appreciation and gratefulness to their families and also understanding their responsibility to family by not deserting their families and going off to college. What such parenting doesn’t take into consideration is that by allowing their kids to study further, and achieve more than just academic success in school raises their societal stance, and doesn’t necessarily change their core values, ideology, framework and way of life in other aspects. Some people are quite different in that they immigrate to other countries so that their children perform very well in school and at the same time have a better lifestyle.
Parenting style used during adolescence can be a significant factor in the types of outcomes that occur during adolescence. It has been found that an authoritative parenting style that incorporates both responsiveness and demandingness has the highest probability to produce positive outcomes in adolescents, as well as young children. Authoritative style parenting can also
Authoritarian parenting tends to have a negative relation with their children’s cognitive performance on developmental tests and academic self-conceptions. The authoritarian parents’ beliefs about children have been found to directly correlate with low cognitive performance in the children because of the pressure they place on the child (Camp et al., 1982; Miller, 1988; Steinberg, Lamborn, Darling, & Mounts, 1994). Where authoritative parenting has been linked to different cognitive outcomes. The positive parental emotional support that is associated with the authoritative parenting style has been found to positively impact the overall cognitive functioning of children (Bretherton, 1985; Estrada, Arsenio, Hess, & Holloway, 1987; Mattanah, 2005).Thus leading the child to become more capable in abilities that are linked to cognitive achievements. Furthermore, positive parent-child relationships are linked to more responsiveness, which correlated with appropriate tutoring and scaffolding techniques, leading to better cognitive outcomes, when compared to children of authoritarian parents (Pratt et al.,
Darling and Steinberg (1993) have defined parenting styles as “a constellation of attitudes toward the child that are communicated to the child and that taken together, create an emotional climate in which the parent’s behaviors are expressed” (p. 488). In order to fully understand how these parenting practice influence behaviors and habits on academic performance or achievement you must understand the differences between the practices. In a more concise explanation, authoritarian practices are parents who are extremely strict, admire obedience, and discourage communication between the parent-child and express low levels of warmth. Authoritative practices are parents who have rules and boundaries, open communication between themselves and the child and have an equal balance of warmth for the child. Permissive practices are parents who are warm and loving, however have no rules and boundaries, in other words, these parent have no limits or expectations for their child. Uninvolved-neglecting practices are those parents who do not impose discipline or encouragement, these parents do not engage with their child. With these definitions in mind a parent can be any one or a mixture of
Over the last few years, I have learned about the 4 different styles of parenting. The Authoritative style is the one that has stuck with me over the years. It is the style that my parents raised my siblings and I with. According to Steinberg, “Authoritative parenting is the reasonable balance of three key aspects of parents’ behavior toward their children- nurturance, discipline, and respect” (as cited in Heath, 2013, p. 29). In addition to the information that I had previously learned about this style of parenting, I have learned that it contributes to success in school and later on in life. One article that I came across reviewed multiple studies that were done on the correlation of parenting styles and academic achievement. They concluded from all of the studies that had previously been preformed that authoritative parents were more lik...
Authoritative parenting and uninvolved parenting are both on opposite ends of the parenting spectrum. Each parenting style results in two completely different types of young adults. Authoritative raised children are likely to grow up to be respectful, educated and well liked adults. Children raised by uninvolved parents are likely to grow up with mental and drug abuse problems as well as poor social behavior. Children are the future of the world. How they are raised will affect every single aspect of their lives and others as they grow into young adults. Parents should strive for the best for their children and want to see academic and social success. It is preferable to believe that no parent would want their child to suffer from any mental health or drug abuse at any point of their
Baumrind (1967, 1971) proposed that the effectiveness of parenting styles for children’s personality development reflects two aspects: parental warmth which refers to the degree to which parents are accepting and responsive of their children’s behavior as opposed to being unresponsive and rejecting. This includes qualities such as responsiveness, warmth, availability. The other aspect is parental control which refers to the degree to which parents manage their children’s behavior—from being very controlling to setting few rules and demands which features qualities such as demandingness, monitoring, consistent discipline. (Kopko, 2007). Based on these assumptions, Baumrind distinguished between three qualitatively different types of parenting styles each which encompasses various emotional elements and with implications for children’s emotional and personality development. (Kordi & Baharudin, 2010). Authoritative parenting style entails clear and firm direction to children. Authoritative parents utilize firm, consistent control, centered around integrating the child into the family and society. Communication styles with children are characterized by warmth, clarity, reciprocality, and verbal give and take between parent and child. (Cummings, Davies & Campbell,
In this study, another relationship between parenting styles and child development is presented. Participants were 7,836 adolescents enrolled in six high schools in San Francisco. They were provided with a questionnaire that included student background information, self-reported grades, parental attitudes and behaviors, and family commutation information. The study included three parenting styles, which were authoritarian, permissive, and authoritative. Each one of the styles were described in the students’ questionnaire. The authoritarian style included the idea that as a response to a bad grade, parents tend to get upset, and when good grades are achieved, parents tell the student to do even better than what they have done. On the other hand, permissive parenting style was described as parents no caring about the students’ grade, and that hard work in school is not important for them. Then, they included authoritative parenting style as supportive parents that praise the student when good grades are achieved and more freedom to make decisions is given, but when poor grades are obtained, freedom is taken away and students are encouraged to try harder and some source of help is
Authoritarian parents expect their children to accept their judgments and expectations with no questions asked, parents with authoritative parenting styles are direct and demanding, but responsive to their children. They are more willing to explain and elaborate on certain decisions and explain why an individual should “do or do not” in a given situation. Most would find this parenting choice unusual, but again, over the years it has taught many children great discipline and control. Parents with authoritative styles may find it has taught their children social leadership skills and communication etiquette. Parenting style has been found to predict child well-being in the domains of social competence, academic performance, psychosocial development, and problem behavior. Research based on parent interviews, child reports, and parent observations consistently finds: Children and adolescents whose parents are authoritative rate themselves and are rated by objective measures as more socially and instrumentally competent than those whose parents are non-authoritative (Baumrind, 1991; Weiss & Schwarz, 1996; Miller et al., 1993). By authoritative parents pursuing and continuing an authoritative and direct parenting style, it
Steinberg, Laurence, Elmen, Julie D., and Mounts, Nina S. “Authoritative Parenting, Psychosocial Maturity, and Academic Success among Adolescents.” Child Development, Vol. 60, No. 6 (Dec., 1989), pp. 1424-1436. Web. 1 May 2014.
Ishak, Z., Low, S. F., & Lau, P. L. (2012). Parenting Style as a Moderator for Students’ Academic Achievement. Journal of Science Education and Technology, 21(4), 487-493.
Successful parenting may be judged by many different standards. Raising a child to be a respectful, mature, and independent adult requires a great deal of effort. There are several parenting styles, and not all lead a child to reaching their full potential. Overpowering sternness leads may lead to a rebellious child, while passive parenting may lead children to inept for the challenges of adulthood. Parenting requires more than teaching children submissiveness, or building of self-importance. Children learn best from a role model who is admirable. Parenting is a great opportunity to set the course of one’s entire life in the right direction.
Fan, X., & Chen, M. (1999). Parental Involvement and Students' Academic Achievement: A. Arlington: National Science Foundation, Arlington, VA.; National Center.
These individuals have daily contact with the child and through communication and actions shape the development of the child positively or negatively. Parents may use child development theories, such as B. F. Skinner’s behaviorism theory on rewards, to direct children to make correct choices that they deem proper. Through the parent’s participation in a culture and/or religion and the child’s exposure to the same aspects, including any parental conversation, the child gains the understanding and participation in the same culture or religion. Through parental involvement and a positive home environment, families support academic growth in children, the child gains more knowledge, skills, positive educational attitudes, school readiness skills and interest in learning (Parker, Boak, Griffin, Ripple & Peay, 1999). Finally, parental decisions on physical home environmental conditions, such as cleanliness and an area conducive to academics, as well as nutrition influence each child’s physical development and safety. Each choice family members make regarding daily events, including meals, religion, and culture, have an impact on the children within the
Parents must have sense of ownership in their child’s success. Parents must know what is going on with their child at school and in their personal life. If there are negative indicators, action must be taken to correct these issues. A child’s success is affected by the interactions of the parents. If there are distracters in the personal life of the child it can be detrimental to their education; therefore, these distractions need to be minimized if not removed.
There are many benefits to teachings having a good relationship with the student’s family, guardian, or parents. Teachers should begin the school year with building positive relationships with the student’s families. In the book it mentions that there is ongoing research that indicates the benefits of family involvement in children’s education. Some of these benefits mentioned were children earning higher grades, tend to have better attendance, have higher rates of homework completion, and are more motivated and have positive attitudes towards school. Through the reading it also emphasizes on the increase in family involvement in children’s education will result in a decrease in students participating in substance abuse and violence. Students