Impact of Parenting Styles on Students’ Academic Achievement

Abstract

Students' learning performance is influenced by many factors, and family factors are one of the most important ones. This research examine the intricate relationship between parenting styles (PS) and their impact on the academic performance of students. The study categorizes PS into different types, each yielding unique consequences for children. The research extends beyond primary school contexts, encompassing studies on college students and high school students. Findings emphasize the lasting impact of PS on academic motivation, learning adaptation, social skills, smartphone dependence, and subjective well-being. Moreover, gender and urban-rural distinctions in high schools reveal nuanced variations in parental warmth, understanding, and interference. Other studies extends its focus to high school and university students. The impact of parental PS on learning motivation, academic performance, and social adaptation. Variables that were also considered in the study include gender, urban-rural divides, and educational system differences. The present study suggests that future studies can further explore the specific mechanism of parenting style affecting learning performance, such as mediating or moderating variables.