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The way an individual is raised has observable effects whether it’s towards their personality, morals or worldview. Mo and Singh (2008) assessed parental involvement in schooling, parent-child relationship, and parents’ educational aspiration for the child in relation to student engagement and success.
There are three components of academic engagement: behavioural, emotional, and cognitive. Behavioural academic engagement is measured through attendance, schoolwork completion, and participation in class. The emotional component often uses self-report measurements of engagement with the curriculum, and feelings about their school environment such as their sense of belonging. Academic cognitive engagement focuses on self-regulation, strategic thinking, and psychological investment in one’s own schooling. The model by Mo and Singh showed a 21% variance in school performance accounted for based on parental involvement (2008).
Baumrind (1967) is credited with coining the four parenting styles that we still use today as the bases for most of our discussions around the subject of parenting styles. These four kinds are authoritarian, authoritative, permissive, and uninvolved, with each one defined based on the degree of parental emotional responsiveness or control that is most often displayed.
A key component of parenting styles is culture. The kinds of attitudes and behaviors that would be considered to represent high or low levels of responsiveness and control vary greatly depending on the cultural context. This ultimately feeds into the entire social structure of values as a whole making it so that, even if one parenting type is associated with many positive outcomes in one cultural setting it does not necessarily mean that this will also be the case in another.
Authoritative parents show high levels of emotional responsiveness while still setting expectations that are reasonably attainable for that child and encouraging them to participate in the family decision making process (Shaffer, Kipp, Wood, & Willoughby, 2013).
Authoritarian parents display low levels of emotional responsiveness and expect strict obedience without actually providing children with any sort of rationale for the rules and expectations that are in place. Children with authoritarian parents are often seen to be fairly average as compared to their peer counterparts in areas such as social and cognitive competence during childhood, academic performance and social skills during adolescence (Shaffer, Kipp, Wood, & Willoughby, 2013).
Permissive parents may allow children to freely express their feelings and act on their own accord, but they also spend very little time monitoring their child’s actions and rarely enforce any strict rules (Shaffer, Kipp, Wood, & Willoughby, 2013).
Uninvolved parents are low in their levels of responsiveness and control, and display the kind of behavioral patterns that can be seen in parents who have either rejected their children or do not have the time or energy to devote to raising.
Brown and Iyengar (2008) found that adolescents of authoritative parents scored the highest on measures of psychosocial competence and were the least likely to demonstrate psychological and behavioural dysfunction. An authoritarian parent who expects strict obedience leads to children seeking out validation and direction when doing tasks and lacking in self-efficacy or curiosity. Furthermore, their kids are less likely to make their own decisions and demonstrate self-reliance. Brown and Iyengar (2008) also found that adolescents reared under an authoritarian parenting style demonstrated high obedience and conformity but a poorer self-concept relative to their peers. Meanwhile, permissive parents fail to set boundaries and expectations leading to children who lack structure and the ability to set those expectations for themselves. They were found to have high self-confidence but be less engaged in school and more likely to demonstrate issues of misconduct.
Consistent to other factors of academic achievement, authoritative parenting is the most ideal style, as it encourages the development of self-reliance, cooperation and curiosity of adolescence. In addition, they also develop self-control and are able to do tasks such as homework. This is because their parents support their ideas, but do not spoil them or dictate every single step to achieve tasks. They also encourage their children to do their homework and sometimes offer help, but they let their children do it themselves. This style helps students manage their time more and develop problem-solving skills.
Lastly, the permissive parenting style can also reduce work ethic in adolescence. Although they show high levels of confidence and acceptance towards their children, house rules are kept to a minimum and these parents usually succumb to the wants of their children.
Overall, poor parenting can result in various negative mental and behavioural effects towards students. An important point to take away is to encourage independence in adolescence, while still exhibiting control over some of their actions (Llorca, Richaud & Malonda, 2017). This control should be supported in a warm and responsive manner, such as in authoritative parenting.
References:
Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 1-44
Brown, L. & Iyengar, S. (2008). Parenting styles: The impact on student achievement, marriage & family review, 43(1-2), 14-38, DOI: 10.1080/01494920802010140
Llorca A, Richaud MC and Malonda E (2017) Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects. Front. Psychol. 8:2120. doi: 10.3389/fpsyg.2017.02120
Mo, Y. & Singh, K. (2008) Parents’ relationships and involvement: effects on students’ school engagement and performance. RMLE Online, 31(10), 1-11. DOI: 10.1080/19404476.2008.11462053
Seong, J./Verywell. (n.d.). Types of parenting styles [Image]. Verywell Family. Retrieved from https://www.verywellfamily.com/types-of-parenting-styles-1095045.
Shaffer, D. R., Kipp, K., Wood, E., & Willoughby, T. (2013). The family. In J. Williams & S. Wawanash (Eds.), Developmental psychology: Childhood and adolescence (4th ed., pp. 611-650). Toronto, ON: Nelson Education.
Psychology of Education 
I completely agree that culture and social values play an important role in parenting styles, and that was a very important distinction to make before diving into the rest of your topic. Parenting styles are crucial for all parts of a child’s development and socialization. What I found really interesting is that different parenting styles also affect the development of a child’s self-concept. This in turn affects a child’s academic self-concept and their assessment of their own ability to learn in compared to others (Ishak et al., 2012). Ishak et al.(2012) elaborate that an authoritarian parenting style correlates negatively with a child’s self-concept but the authoritative style has a positive relationship. What do you think the implications on a child’s education would be if parents had two different parenting styles?
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.
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I think that parental influence plays a major role in a child’s social skills, effort exerted, and the attitude they have. I like that you discussed the four types of parenting styles and their effects on the child and their engagement level at school. I think that it could be interesting to look at foster kids who move homes a few times. I’m sure that the parenting style would change within these families and I would be curious to see the effects that it has on these kids.
Another interesting idea came to mind when reading the last paragraph of your post. I have been looking at incentives and the intrinsic and extrinsic incentives we receive. The part that I thought played into your post, however, was in relation to the parents setting expectations for the children. If a parent offers a positive reinforcement or even gets angry if goals are not attained they actually both decrease the intrinsic motivation we have to do the task. Don’t get me wrong though I do believe that there should be rules and I was raised with expectations to be met for grades, however, I have found that research shows that with these negative or positive incentives comes a diminish in a once enjoyable task. This is sad as we may have already been intrinsically motivated to do the task but are then slowly losing interest in the task without realizing it. With this in mind, I would wonder if authoritative parenting styles would sometimes breach our interest by enforcing rules?
Finally, another unique idea that you could consider looking at could be the effects of Helicopter parenting. I found in a study that “Children’s report of maternal helicopter parenting was related to extrinsic motivation to learn, perfectionistic discrepancy, and avoidance goals for learning, which have been associated with lower academic performance in prior research” (Schiffrin, & Liss, 2017). There are so many types of parenting styles or even scenarios and I know it would be hard to cover them in such a short amount of time but I hope these are ok ideas and that they help.
Schiffrin, H. H., & Liss, M. (2017). The effects of helicopter parenting on academic motivation. Journal of Child and Family Studies, 26(5), 1472. doi:10.1007/s10826-017-0658-z
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I liked how you discussed all four parenting styles and mentioned that different cultures show different results.I find that really interesting because this one study I looked at, showed that the correlation between an authoritative style and academic achievement was significant amongst European Americans, but was insignificant with African American. This study showed that self-esteem between these different cultural adolescents was altered by different factors. African Americans self-esteem was positively influenced by supportive parents, but showed little significance with behavioural or psychological control. It would be interesting to look at more of the different cultures and see how parenting style and academic success correlate.
References:
Bean, R. A., Bush, K. R., & McKenry, P. C. (2003). The Impact of Parental Support, Behavioural Control, and Psychological Control on the Academic Achievement and Self-Esteem of African AMerican and European American Adolescents. Journal of Adolescent Research. https://doi-org.ezproxy.uleth.ca/10.1177/0743558403255070
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This is a very interesting topic, I was also curious about how parents affect child development and academic performance. My family is very authoritarian, being overly strict and definitely the helicopter parent type. Reading this I totally agree that the authoritarian parent style really affects the child. My parents have rules on how we talk, for example, slang is not allowed anywhere near them, they also are very quick to shut down any creative ideas that are remotely abstract and many more unreasonable rules. I completely agree with what you are saying, this has affected my performance in school and my capabilities in developing self-efficacy. Not only are they strict but always in my space and watching over everything I do, true helicopter parent tendencies.
I found an article on subtypes of parenting other than the four primary groups. Thus including helicopter parents, lawnmower parents, tiger parents and free-range parents. The article provided this example to explain what each type would respond to the child asking to go to the store alone:
Helicopter parent: “Sure, I’ll walk behind you the whole way to make sure you stay safe.”
Free-range parent: “Sure. Can you pick up some milk while you’re there?”
Lawnmower parent: “Sure, I’ll walk ahead of you and make sure it’s safe. I’ll tell you when it’s safe to cross the road.”
Tiger parent: “No, you need to practice your violin for another hour.”
A study I read up on suggested that students with helicopter parents were more likely to experience burnout and a harder time transitioning to real-life problems. For the study, researchers from Florida State University surveyed 427 college students (ages 18 to 29) about their upbringing and how they felt about their performance in school.
Students ranked how much they identified with statements like, “I think my father/mother is too overly involved in my life,” “I wish I had more self-discipline” and “I feel emotionally drained from my studies.” Those who had helicopter parents also had higher levels of burnout in school. And these effects were more pronounced when their fathers were the ones hovering compared to mothers.
Awesome blog post! Thank you for sharing!
References:
https://www.verywellfamily.com/helicopter-parents-do-they-help-or-hurt-kids-1095041
https://www.cnbc.com/2019/11/22/study-kids-who-have-helicopter-parents-experience-burnout-in-school.html
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I like how you brought up that culture plays into parenting styles. According to Abdorreza Kordi (2010), children raised by a Chinese parent perform better in school than Euro-American children. Chinese parents are known to be controlling or authoritarian, which with European Americans authoritarian is a predictor for poor school achievement. The success of these students is because of their culture. Once Asian Americans are authoritarian, their children will now perform poorly, just like the European American children. The children find the peer influence is more important than parental influence. I would say this is an excellent example of cultures being different. Kordi continues that when the Asian children become acculturated they begin to adopt the values, attitudes and behaviours of the host country, therefore the strict parenting tactics of Chinese parents will no longer keep their children under strict obedience.
Kordi, A. (December 2010). Parenting attitude and style and its effect on children’s school achievements. International Journal of Psychological studies. 2,2. Retrieved from: https://www.researchgate.net/profile/Rozumah_Baharudin/publication/49591971_Parenting_Attitude_and_Style_and_Its_Effect_on_Children's_School_Achievements/links/0912f5086452dbca0d000000/Parenting-Attitude-and-Style-and-Its-Effect-on-Childrens-School-Achievements.pdf
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Your topic really interests me because I also can’t help but wonder the same idea that different parental techniques also differ in different cultures! As an individual who grew up on an Asian heritage, my parents did a lot of parenting techniques in my childhood that for me really helped my academic performance up until now. For example, we had math sessions (memorizing the multiplication table, flashcards) after school, and we only get to play outside if we are able to achieve that. This way, they worked on my discipline and courage at the same time which I was ale to work with up until my university life. I was very interested on the part where you elaborated the three components of academic engagement: behavioural, emotional, and cognitive – this is so true. I also read an article (Aunola, 2000) where it says these components when combined makes a significant change when it comes on academic performance of individual regardless of what culture they are in. Cool topic!
References:
Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Parenting styles and adolescents’ achievement strategies. Journal of adolescence, 23(2), 205-222.
Nurmi, J. E. (2005). The role of parenting styles in children’s problem behavior. Child development, 76(6), 1144-1159.
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I was also raised by Asian parents and what I found interesting was that they were extremely authoritarian when I was younger which led me to focus so much on school but also led me to become more rebellious and procrastinated more as a young adult. This affected me negatively in a way that I grew up being praised for having good grades that whenever I had bad grades, I would always be too hard on myself. Luckily, they adjusted as I grew older and became more authoritative, which is found to boost self-efficacy, problem-solving skills, metacognitive strategies and time-management in adolescents (Gonzales, Holbein & Quilter, 2002).
Gonzales, A., Holbein, M., & Quilter, S. (2002). High school students’ goal orientations and their relationship to perceived parenting styles. Contemporary educational psychology 27, 450-470. DOI:10.1006/ceps.2001.1104
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This topic is very intriguing and parent’s should invest their time into reading more into how their parenting style affects their children!
I think that it is important for parent’s to be aware of how they treat their children as well as set an example for their children. I do think that setting an example of good behaviors and habits will lead into a disciplined and happy child. Also, it is important to be an authoritative parent, to be able to conduct and discipline children the best way they can and also give them freedom to express their own thoughts and ideas without having their children to feel nervous and shy about it!
And so, I wanted to search more about the behavioral or the physiological problems that children gain because of their parenting style! I found a study called “The Role of Parenting in Children’s Problem Behavior” and their study is specifically towards the combination of mother’s and father’s parenting styles in regards to their affection, behavioral control and psychological control (Aunola, 2005). The results of their study shows that a high level of psychological control that is shown by the mother combined with high affection predicated in increase in both levels of internal and external problem behaviors in children (Aunola, 2005). Behavioral control that is shown by the mother decreased the children’s external problem behavior but only when it is combined with a low level of psychological control (Aunola, 2005).
Overall, I do believe that parenting style’s will gravely affect how children grow up and how children navigate themselves in the process of learning!
Aunola, K., & Nurmi, J. (2005, February 04). The Role of Parenting Styles in Children’s Problem Behavior. Retrieved June 03, 2020, from https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8624.2005.00840.x-i1?casa_token=pXfYCNFAy0AAAAAA%3AmA3eDgqijjvlhUKI_BJV60CKISX61ywS0Tfq6rHKqWyTUU3Nt91Qpqy-in_j7MTPC1Ca9_JL4kAJcw
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