Pontificating the relationship between parenting styles and academic performance of senior high school students in the K
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Pontificating the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis, Ghana Simon Boateng1 · Eric Twum Ampofo2 · Elizabeth Adoma Sefah3 · Akosua Baah1 · Moses Azerimi Azewara3 Received: 15 January 2019 / Accepted: 3 September 2020 © Springer Nature Singapore Pte Ltd. 2020
Abstract The study analysed the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis. Convenience and simple random sampling techniques were used to select the schools and 376 respondents, respectively. Pearson’s Correlation Coefficient Matrix and multiple ordinary least square were used to estimate the impact of parenting styles on academic performance. The study found that authoritative parenting style had greatest significant positive impact on academic performance of the students (β 0.104, SE 0.011, t 9.539, p < 0.001), followed by authoritarian style (β 0.044, SE 0.011, t 3.971, p < 0.001). However, permissive style had no significant impact on students’ academic performance (β 0.042, SE 0.025, t − 1.682, p 0.093). Neglecting style had significant negative impact on students’ academic performance (β 0.072, SE 0.011, t − 6.740, p < 0.001). Following from the study findings, it is recommended that the Schools in collaboration with the Parent Teacher Association should organise guidance and counselling programs for parents to sensitise them on various parenting styles and their ramifications on academic performance of students. Also, Class Counsellors’ professional capabilities to manage the psycho-social problems of students are imperative for an improved academic performance of the latter. Keywords Parenting style · Academic performance · Authoritative parenting style · Authoritarian parenting style · Neglecting parenting style
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Simon Boateng [email protected]
1
Social Sciences Department, St. Monica’s College of Education, P.O. BOX M250, Mampong, Ashanti, Ghana
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University of Education, Winneba, College of Agriculture Education, Department of Educational Studies, Mampong Campus, Mampong, Ashanti, Ghana
3
Department of Education, St. Monica’s College of Education, P.O. BOX M250, Mampong, Ashanti, Ghana
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S. Boateng et al.
1 Introduction Parents basically mould their children into adults through their world of influence (OfosuAsiamah 2013; Baumrind 1971). A way of reflection between parent and child relationships is parenting, and it is a complex activity that includes many specific attitudes and behaviours that work separately and collectively to influence child outcomes and generate an emotional bond in which the parent’s behaviours are expressed (Owusu-Gyan 2013; Berg 2011). Baumrind (1971) identified three styles of parenting, and these include authoritative parenting, authoritarian parenting and permissive parenting. However, another type has been added, and this is neglecting parenting style (Ehnvall et al. 2008; Dornbusch et al. 1987). Authoritative parent i
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