Keywords
Parenting Styles
School Counseling
Academic Achievement
How to Cite
Share
Abstract
The research examined the connection among parenting beliefs and styles with regards to academic performance of learners. Information was collected from forty-nine (49) parents of school-aged learners enrolled in secondary education concerning their parenting practices and their children’s academic results. To analyze the gathered data, Pearson r and multiple regression analysis were employed. The results indicated that factors like parental involvement, completion of homework, amongst others significantly contributed to the variance in grade point averages. Also, it was discovered that authoritative parenting was found to have a positive and noteworthy relationship with both rational and irrational parenting beliefs. It was also seen that irrational parenting beliefs were positively and significantly connected with the completion of homework. It was recommended that school counselors take into account the sway of parenting on learner’s achievement in developing academic programmes.
References
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.
Baumrind, D. (1991). Effective parenting during the early adolescent transition. In P. A. Cowan & E. M. Hetherington (Eds.), Advances in Family Research Series. Family Transitions (pp. 111–163). Hillsdale, NJ: Lawrence Erlbaum Associates.
Bernard, M. E. (1990). Rational-emotive therapy with children and adolescents: Treatment strategies. School Psychology Review, 19, 294–303.
Berry, J. O., & Jones, W. H. (1995). The parental stress scale: Initial psychometric evidence. Journal of Social and Personal Relationships, 12, 463–472. doi:10.1177/0265407595123009
Bryan, J., & Henry, L. (2012). A model for building school–family–community partnerships: Principles and process. Journal of Counseling & Development, 90, 408–420. doi:10.1002/j.1556-6676.2012.00052.x
Buri, J. R. (1991). Parental authority questionnaire. Journal of Personality Assessment, 57, 110–119. doi:10.1207/s15327752jpa5701_13
Carlo, G., White, R. M., Streit, C., Knight, G. P., & Zeiders, K. H. (2018). Longitudinal relations among parenting styles, prosocial behaviors, and academic outcomes in U.S. Mexican adolescents. Child Development, 89, 577–592. doi:10.1111/cdev.12761
Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research, 78, 941–993. doi:10.3102/0034654308323036
Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487–496. doi:10.1037/0033-2909.113.3.487
Dong, C., Cao, S. & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Child Youth Serv. Rev. 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440
Dryden, W. (2014). Rational emotive behaviour therapy: Distinctive features. London, UK: Routledge.
Egbule, E. O. (2020). Social determinants of rural secondary school students’ choice of agricultural career and its implication for counselling services. A case of Delta State. Asian Journal of Agriculture and Rural Development, 10(1), 515-527
Egbule, J. F. & Egbule, E. O. (2008). Clinical counselling: A psychotherapeutic approach. Real Choice Concepts
Ellis, A. (1962). Reason and emotion in psychotherapy: A new and comprehensive method of treating human disturbance. Secaucus, NJ: Citadel.
Ellis, A., Wolfe, J. L., & Moseley, S. (1981). How to raise an emotionally healthy, happy child. Carlsbad, CA: Borden. Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. New York, NY: Routledge.
Faul, F., Erdfelder, E., Lang, A.-G., & Bucher, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191. doi:10.3758/BF03193146
Friedson, M. (2016). "Authoritarian parenting attitudes and social origin: The multigenerational relationship of socioeconomic position to childrearing values". Child Abuse & Neglect. 51: 263–275.
Gavita, O. A., David, D., DiGiuseppe, R., & DelVecchio, T. (2011). The development and validation of the Parent Rational and Irrational Beliefs Scale. Procedia - Social and Behavioral Sciences, 30, 2305–2311. doi:10.1016/j.sbspro.2011.10.449
Gerard, A. B. (1994). Parent-child relationship inventory. Los Angeles, CA: Western Psychological Services.
Griffin, D., & Farris, A. (2010). School counselors and collaboration: Finding resources through community asset mapping. Professional School Counseling, 13, 248–256. doi:10.1177/2156759X1001300501
Hamamci, Z., & Bağci, C. (2017). Analyzing the relationship between parent’s irrational beliefs and their children’s behavioral problems and family function. Gaziantep University Journal of Social Sciences, 16,733–740. doi:10.21547/jss.292722
Hatch, T. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, CA: Corwin.
Hojjat, S. K., Golmakanie, E., Khalili, M. N., Smaili, H., Hamidi, M., & Akaberi, A. (2016). Personality traits and irrational beliefs in parents of substance-dependent adolescents: A comparative study. Journal of Child & Adolescent Substance Abuse, 25, 340–347. doi:10.1080/1067828X.2015.1012612
Imose, R., & Barber, L. K. (2015). Using undergraduate grade point average as a selection tool: A synthesis of the literature. The Psychologist-Manager Journal, 18, 1–11. doi:10.1037/mgr0000025
Kalenkoski, C. M., & Pabilonia, S. W. (2017). Does high school homework increase academic achievement? Education Economics, 25, 45–59. doi:10.1080/09645292.2016.1178213
Kufakunesu, M. (2015). The influence of irrational beliefs on the mathematics achievement of secondary school learners in Zimbabwe. Retrieved from University of South Africa Institutional Repository (http://hdl.handle. net/10500/20072).
Lawrence, K. C. & Egbule, E. O. (2021). Can emotional intelligence training cause a cease in tobacco smoking among going adolescent? International Journal of Adolescence and Youth, 26(1), 356-366
Lerkkanen, M.-K. & Pakarinen, E. (2019). The role of parental beliefs and practices in children’s motivation in a changing world. In: Gonida, E.N., Lemos, M.S. (eds.) Motivation in education at a time of global change: Theory, research, and implications for practice, pp. 151–167. Emerald Publishing Limited.
Lindner, H., Kirkby, R., Wertheim, E., & Birch, P. (1999). A brief assessment of irrational thinking: The shortened General Attitude and Belief Scale. Cognitive Therapy and Research, 23, 651–663. doi:10.1023/A:1018741009293
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. In E. M. Hetherington (Ed.), Mussen Manual of Child Psychology (Vol. 4, 4th ed., pp. 1–102). New York, NY: Wiley.
McCown, B., Blake, I. K., & Keiser, R. (2012). Content analyses of the beliefs of academic procrastinators. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30, 213–222. doi:10.1007/s10942-012-0148-6
Pesu, L., Aunola, K., Viljaranta, J., Hirvonen, R. & Kiuru, N. (2018). The role of mothers’ beliefs in students’ self-concept of ability development. Learn. Individ. Differ. 65, 230–240. https://doi.org/10.1016/j.lindif.2018.05.013
Pinquart, M. (2016). Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review, 28, 475–493. doi:10.1007/s10648-015-9338-y
Pinquart, M., & Kauser, R. (2018). Do the associations of parenting styles with behavior problems and academic achievement vary by culture? Results from a meta-analysis. Cultural Diversity and Ethnic Minority Psychology, 24, 75–100. doi:10.1037/cdp0000149
Ray, S. L., Lambie, G., & Curry, J. (2007). Building caring schools: Implications for professional school counselors. Journal of School Counseling, 5(14). Retrieved from http://jsc.montana.edu/articles/v5n14.pdf
Reitman, D., Rhode, P. C., Hupp, S. D. A., & Altobello, C. (2002). Development and validation of the Parental Authority Questionnaire–Revised. Journal of Psychopathology and Behavioral Assessment, 24(2), 119–127. doi:10.1023/A:1015344909518
Schwerdt, G., West, M. R., & Winters, M. A. (2017). The effects of test-based retention on student outcomes over time: Regression discontinuity evidence from Florida. Journal of Public Economics, 152, 154–169. doi:10.1016/j.jpubeco.2017.06.004
Sedlacek, W. E. (2017). Measuring noncognitive variables: Improving admissions, success and retention for underrepresented students. Herndon, VA: Stylus.
Shizuka, P. (2019). Social class, gender, and contemporary parenting standards in the United States: Evidence from a national survey experiment. Social Forces, 98(1), 31–58.
Silver, A.M., Elliott, L. & Libertus, M.E. (2021). When beliefs matter most: examining children’s math achievement in the context of parental math anxiety. J. Exp. Child Psychol. 201, 104992 https://doi.org/10.1016/j.jecp.2020.104992
Smetana, J. G. (2017). "Current research on parenting styles, dimensions, and beliefs". Current Opinion in Psychology. 15: 19–25.
Snyder, T. D., de Brey, C., & Dillow, S. A. (2018). Digest of Education Statistics 2016 (NCES 2017-094). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
SOAR Learning Inc. (2018). SOAR® Learning & Soft Skills Curriculum for College & Career Readiness. Retrieved from https://studyskills.com
Spengler, M., Brunner, M., Martin, R., & Lüdtke, O. (2016). The role of personality in predicting (change in) students’ academic success across four years of secondary school. European Journal of Psychological Assessment, 32, 95–103. doi:10.1027/1015-5759/a000330
Warren, J. M. (2017). School consultation for student success: A cognitive behavioral approach. New York, NY: Springer.
Warren, J. M., & Gerler, E. R., Jr. (2013). Effects of school counselors’ cognitive behavioral consultation on irrational and efficacy beliefs of elementary school teachers. The Professional Counselor, 3, 6–15. doi:10.15241/jmw.3.1.6
York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research & Evaluation, 20(5), 1–20.
