The relationship between parenting styles and children's academic achievement in a sample of Iranian families

Beshārat, Mohammad Ali; Azizi, Koorosh; Poursharifi, Hamid

doi:10.1016/j.sbspro.2011.03.277

Cited by 29 publications

(18 citation statements)

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“…This view is shared by Dever and Karabenick (2011), who found that children who constantly had authoritative parents were intrinsically motivated, and high achieving in school. Similar findings were reported for parenting styles across different cultures, including the Arabic culture (Aldhafri, 2011;Assadi et al, 2007;Besharat et al, 2011;Cheung & McBride-Chang, 2008;Gonzalez, Holbein, & Quilter, 2002;Turner, Chadler, & Heffer, 2009). …”

Section: Teaching Stylessupporting

confidence: 74%

The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation

Aldhafri

Alrajhi²

2014

IES

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The current study explored the effects of two teaching styles, authoritative and authoritarian, on students' mathematics motivation. The two motivational constructs examined were intrinsic and extrinsic motivation. Data were collected from 425 Omani 8th grade students (males = 202/females = 223, mean age = 13.44, SD = 0.79). Through two questionnaires, students reported their perceptions of their math teachers' teaching styles, and their own motivational orientation towards mathematics. Multiple regression models were used to analyze the data. The findings suggest the two teaching styles play a role in predicting students' mathematics motivation. An authoritative teaching style seems to be the better predictor of the two motivational constructs, when compared with an authoritarian style. Eighteen percent of the variance was accounted for in the intrinsic motivation model, compared with only five percent in the extrinsic motivation model. The educational and cultural contexts were discussed in relation to the research results.

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Section: Teaching Stylessupporting

confidence: 74%

The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation

Aldhafri

Alrajhi²

2014

IES

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“…The term parenting style refers to the manner with which parents choose to interact with their adolescents (Besharat, Azizi, & Poursharifi, 2011). This study examines three different styles, categorized based on the level of demand and responsiveness shown by parents (Baumrind, 1991;Maccoby & Martin, 1983), these styles are: permissive, authoritative, and authoritarian.…”

Section: Parenting Styles and Identitymentioning

confidence: 99%

“…On the contrary, the authoritative style (both demanding and responsive) is found to have a positive effect on adolescents' wellbeing and settlement (Besharat et al, 2011;Cheung & McBride-Chang, 2008;Turner, Chadler, & Heffer, 2009;Ratner, 2013;Smits et al, 2008). There www.ccsenet.org/res Review of European Studies Vol.…”

Section: Parenting Styles and Identitymentioning

confidence: 99%

“…This finding is consistent with research on the authoritative parenting style that show it to be a strong predictor of positive children's outcomes across different cultures. Previous research shows that positive parenting styles (e.g., authoritative) are connected to a range of positive children's outcomes that include violence reduction (Spano, Rivera, & Bolland, 2011), psychological adjustment (Klein & Pierce, 2009), sibling relationship quality (Yu & Gamble, 2008), high school achievement (Assadi et al, 2007;Besharat, Azizi, & Poursharifi, 2011), social competence (Driscoll et al, 2008), and mastery goal orientation (Cheung & McBride-Chang, 2008;Gonzalez, Holbein, & Quilter, 2002). The connection between authoritative style and achievement identity status in the current study shows the connection between two optimal aspects in the identity development and the parenting styles.…”

Section: Review Of European Studiesmentioning

confidence: 99%

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Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Aldhafri¹,

Al-Harthy²

2016

RES

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The current study examined the relationship between university students' academic identity and their perceptions of their parents' parenting styles among a sample of Omani students. Marcia's (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was & Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students' academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper.

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“…En este sentido, se demostró que el estilo democrático, además de ser el más frecuente, era el que más beneficiaba a los jóvenes, en térmi-nos de menores problemas internalizantes y externalizantes y mayor desarrollo positivo, satisfacción vital y autoestima. Estos resultados son congruentes con los de otras investigaciones, en los que se ha demostrado la mayor prevalencia del estilo democrático, comparada con la de los otros estilos (Hoeve, Dubas, Gerris, Van del Laan, & Smeenk, 2011;Oliva, et al, 2008;Torío, Peña, & Rodríguez, 2008;Wolfradt, Hempel, & Miles, 2003) y su beneficio en el ajuste adolescente a través de la prevención de delincuencia (Deutsch, Crockett, Wolff, & Russell, 2012;Hoeve, et al, 2011) y de la implicación en acoso escolar (Baldry & Farrington, 2005;Gómez-Ortiz, Del Rey, Casas, & OrtegaRuiz, 2014;Kawabata, Alink, Tsen, Van Ijzendoorn, & Crick, 2011), y el desarrollo de la autoestima (Alonso & Román, 2005), el rendimiento académico (Besharata, Azizia, & Poursharifib, 2011;Frey, Ruchkin, Martin, & SchwabStone, 2009), la competencia social y capacidad resiliente (Baumrind, 1991;Masten & Powell, 2003). Asimismo, los estudios realizados parecen sugerir la relación entre unas prác-ticas parentales coherentes con el estilo democrático y una mayor probabilidad de desarrollar un apego seguro (Cantón & Cortés, 2005), subyaciendo a esta última relación todos los beneficios adaptativos que se atribuyen a la generación de este tipo de apego.…”

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Los estilos educativos paternos y maternos en la adolescencia y su relación con la resiliencia, el apego y la implicación en acoso escolar

Gómez-Ortiz¹,

Rey

Romera³

et al. 2015

AN PSICOL-SPAIN

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Los estilos educativos paternos y maternos en la adolescencia y su relación con la resiliencia, el apego y la implicación en acoso escolarOlga Gómez-Ortiz 1* , Rosario Del Rey 2 , Eva-María Romera 1 y Rosario Ortega-Ruiz 1,3 Universidad de Córdoba (España). 2 Universidad de Sevilla (España). 3 University of Greenwich (Reino Unido).Resumen: El primer objetivo de este trabajo es establecer una clasificación de estilos parentales y el segundo examinar la relación entre los estilos materno, paterno y la coherencia entre ambos, y el ajuste adolescente, evaluado mediante la resiliencia, el apego y la implicación en bullying. Para ello, una muestra incidental de 626 estudiantes (49.7% chicas) de educación secundaria de la provincia de Córdoba, cumplimentaron la Escala para la evaluación del estilo educativo de padres y madres de adolescentes, el European Bullying Intervention Project Questionaire, la escala de apego CaMir-R y la versión reducida de la Escala de Resiliencia de Connor y Davidson. Los resultados muestran cuatro estilos educativos análogos para madres y padres ("democrático controlador", "democrático supervisor", "democrático de baja revelación" y "moderado"), un estilo "indiferente" solo hallado en la clasificación paterna y un estilo "permisivo" solo observado en la categorización materna. Asimismo, se observan diferencias significativas en ajuste adolescente en función del estilo paterno y materno y la coherencia entre ambos, reflejando el mejor ajuste los hijos de padres o madres "democráticos supervisores" y los que ambos progenitores eran democráticos. Palabras clave: Familia; estilos educativos; adolescencia; coherencia parental; ajuste psicológico; bullying; resiliencia; apego.Title: Maternal and paternal parenting styles in adolescence and its relationship with resilience, attachment and bullying involvement. Abstract: The present research has two aims. The first is to create a typology of parenting style, and the second is to explore the relationship between mother´s and father´s parenting styles and the coherence between both, and adolescent adjustment, assessed with the bullying involvement, resilience and attachment. It has been used an incidental sample of 626 high school students (49.7% girls) from Córdoba, who completed the Scale to assessment maternal and paternal parenting style in adolescence, the European Bullying Intervention Project Questionnaire, the attachment scale CaMir-R and the short version of the Connor-Davidson Resilience Scale. The results show four parenting styles, which are the same for mothers and fathers ("supervisor democratic", "controlling democratic", "democratic of little disclosure" and "moderately") and one parenting style only for mothers ("permissive") and other, only for fathers ("indifferent"). It was found statistically significant differences in all measures of adolescent adjustment depending on mother´s and father´s parental styles and the coherence between both. The better psychosocial adjustment was observed in adolescents whose father or mother were sup...

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The relationship between parenting styles and children's academic achievement in a sample of Iranian families

Cited by 29 publications

References 17 publications

The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation

The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation

Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Los estilos educativos paternos y maternos en la adolescencia y su relación con la resiliencia, el apego y la implicación en acoso escolar

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