Relationship Study of Secondary Schools Student's Perception of Parenting Style and Their Academic Performance: Focus on Self-Regulation and Emotional Reactivity

Abstract

The present study examined the relationship of secondary schools’ students’ perception of parenting styles and their academic performance: Focus on self regulation and emotional reactivity. Such inquiry was undertaken to investigate the common parenting style and its effect on student’s self-regulation, emotional reactivity and academic performance. Data were collected by using multistage sampling from 10 th grade students of 39 government and private sector schools. The responses of 1308 students at different private and public schools located in Lahore was collected. Parental Authority questionnaire, Perth emotional reactivity scale and self- regulation questionnaire were used to measure parenting style, emotional reactivity and self- regulation. 9 th grade board result was accessed for academic achievement. SPSS 24.0 and AMOS 25.0 was used to perform data analysis. Multivariate Analysis of Variance (MANOVA), T-test and structural equation model (SEM) was used to analyze the data. The present study reported that boys students have high score than girls on the parenting style dimension while parenting style has no significant difference based on private-public school sector. Study shows no difference among boys and girls students based on self-regulation but also demonstrates higher self-regulation among public sector schools. Higher emotional reactivity was found among boys and private school students. Research results showed higher academic performance among girls students and private school students as compared to boysstudents and public-schoolstudentsrespectively. Most of the students perceived their parents authoritative and negligent as resultsshowed 40.9% students perceived their parents authoritative and 38.91% students perceived their parents negligent. 10.40% parents were found authoritarian and 9.79% were considered permissive. The researcher analyzes all four parenting styles separately by xxi using the structural equation model. It was concluded that the students who perceive their parents authoritative showed a significant impact on academic achievement, self-regulation and general positive reactivity. It was found that self- regulation and general positive reactivity partially mediates the academic achievement. Permissive parenting style has a significantly positive impact on self-regulation and self regulation fully mediates the effect of permissive parenting style on academic performance. Authoritarian parenting style has no significant impact on academic performance, self-regulation and positive emotional reactivity. GNR also shoes full mediation for the relationship of authoritarian parenting style and academic achievement. Negligent parenting style has a significant impact on academic achievement, self-regulation and emotional reactivity. GNR mediates the relationship of negligent parenting and academic achievement. Mother and father parenting model were also analyzed separately. Keywords: Parenting style, Self-regulation, Emotional reactivity, Academic performance, 10th grade students