Abstract
This study sought to examine the relationship of
different parenting styles (authoritative, authoritarian, permissive and
neglectful) on the students’ self esteem and academic achievement. The design
of this study was correlation.The area of the study was Aba education zone of
Abia State. Using proportionate random sampling technique, 400 students were
sampled for the study. Data were collected using the “Students’Perception of
Parenting Styles” (SPPS)questionnaire and “Students’ Self-esteem Scale”
(SSES). The students’ 2015/2016 term
results were used to determine the students’ academic achievement. Three
research questions and eight hypotheses
guided the study. The first four hypotheses sought to measure the
relationship between the different parenting styles (authoritative,
authoritarian, permissive and neglectful) and self-esteem,whilethe last four
hypotheses sought to measure the relationship between the different parenting
styles and academic achievement. Percentage, Mean and standard deviation were
used to test the research questions while and Pearson’s Product Moment
Correlation coefficient was used to analyze hypotheses. The result showed that
majority of the students surveyed
reported experiencing authoritative parenting styles (34.2%). 25.5% experienced authoritarian, 22.5%
experienced permissivewhile 17.8% experienced neglectful parenting styles.The
result also shows that authoritative parenting style is the predominant parenting style in Aba Education zone of Abia
State. Permissive parenting style has
the highest level of self-esteem of students in the study area, while
Authoritative parenting style has the highest level of academic achievement.
The study also showed significant relationship between parenting styles and
students self-esteem and academic achievement of students. Authoritative parenting style was found to be
related to high academic performance.The magnitude of the relationship between
parenting styles and academic achievement of students was weak, though
positive. The findings of the study provided support to the assertion that
parenting styles were positively related to self-esteem and academic
achievement of students. The study concluded that parenting styles are
positively correlated with self-esteem and academic achievements of
students. It was, therefore, recommended
that authoritative parenting style should be used situationally with permissive
parenting styles in homes.Consistently utilizing these parenting styles might
lead to positive developmental outcomes including high self-esteem and high
academic achievement among students. Study recommended creation of awareness
among parents on the impact of their style of parenting on their children’s
development.Among the limitations of the study was the small sample size used.
There is need to replicate this study using the Junior Secondary School
Students and primary school pupils
TABLE OF CONTENTS
TITLE PAGE
TITLE PAGE I
DECLARATION II
CERTIFICATION III
DEDICATION IV
ACKNOWLEDGMENTS V
TABLE OF CONTENTS
LIST OF TABLES VIII
ABSTRACT
CHAPTER
1: INTRODUCTION 1
1.1 Background
to the Study 1
1.2 Statement
of the Problem 8
1.3 Purpose
of the Study 9
1.4 Significance
of the Study 9
1.5 Research
Questions 10
1.6 Hypotheses 11
1.7 Scope
of the Study 12
CHAPTER
2: REVIEW OF RELATED LITERATURE 13
2.1 Conceptual
Framework 13
2.1.1. Concept
of Parenting Styles 13
2.1.2 Concept
of Self-esteem 18
2.1.3 Concept
of Academic Achievement 20
2.1.4 The
Relationship Among Parenting Styles, Self-esteems and Academic 21
Achievement.
2.2 Theoretical
Framework 23
2.3 Review
of Empirical Studies 26
2.4 Summary
of Literature Review 33
CHAPTER
3: RESEARCH METHOD 35
3.1
Design of the Study 35
3.2 Area
of the Study 35
3.3 Population
of the Study 36
3.4 Sample
and Sampling Technique 36
3.5 Instrument
for Data Collection 37
3.6 Validation
of the Instrument 38
3.7 Reliability
of the Instruments 38
3.8 Method
of Data Collection 39
3.9 Method
of Data Analysis 39
CHAPTER
4: RESULTS AND DISCUSSION 40
4.1 Result
Presentation 40
4.2 Discussion
of Findings 48
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 53
5.1 Summary 53
5.2 Conclusion 54
5.3 Educational
Implications of the Study 55
5.4 Recommendations 55
5.5 Limitations
of the study 56
5.6 Suggestions
for further Studies 56
References 57
Appendices 66
LIST OF TABLES
TABLE 4.1: Percentage of parenting styles of the
students 40
TABLE 4.2: Level of Self-Esteem of students in
Aba Education Zone, Abia
State. 41
TABLE 4.3: Mean score of Academic Achievement by
Parenting Styles of Students 41
TABLE 4.4: Pearson’s Product Moment Correlation
Coefficient of
Correlationship between Authoritative Parenting
Style and
students’ Self-Esteem 42
TABLE 4.5: Pearson’s Product Moment Correlation
Coefficient of
Correlationship between Authoritarian Parenting
Style and
students’
Self-Esteem 43
TABLE 4.6: Pearson’s Product Moment Correlation
Coefficient of
Correlationship between Permissive Parenting Style
and
students’ Self-Esteem 44
TABLE 4.7: Pearson’s Product Moment Correlation
Coefficient of
Correlationship between Neglectful Parenting Style
and
students’ Self-Esteem 44
TABLE 4.8: Pearson’s Product Moment Correlation
Coefficient of
Correlationship between Autoritative Parenting Style
and
academic achievements students Aba Education Zone 45
TABLE 4.9: Pearson’s Product Moment Correlation
Coefficient of
Correlationship between Authoritarian Parenting
Style and
academic achievements students Aba Education Zone 46
TABLE 4.10: Pearson’s Product Moment Correlation
Coefficient of
Correlationship between Permissive Parenting Style
and academic
achievements students Aba Education Zone 47
TABLE 4.11: Pearson’s Product Moment Correlation
Coefficient of Correlationship between Neglectful Parenting
Style and academic achievements students Aba Education Zone 48
CHAPTER
1
INTRODUCTION
1.1 Background to the Study
Poor academic achievement
of students in Nigeria has been a source of concern to government, educators
and parents. Parents and governments
are concerned that their huge investment in education is not yielding the desired
dividend. The importance of education in
the development of the country cannot be over emphasized. Education is an investment as well as
instrument that can be used to achieve a more rapid economic, social,
political, technological, scientific and cultural development in the
country. The role of secondary education
is to lay the foundation for further education, and if good foundation is laid
at this level, there is the likelihood that problems will be reduced at
subsequent levels (FRN, 2013). Regrettably, all over the country, poor
academic achievement of students in Nigeria prevails. (Adebale, 2004).
Achievement
could be said to entail accomplishing whatever task or goal one sets for
oneself. Davidson Institute (2004) sees
achievement as a measure of quality and quantity of success one has in the
mastery of knowledge, skills or understanding.
It is also the attainment of a standard of excellence (Umeano &
Adimora, 2010). Academic achievement is the extent to which students make
success in academic work. O’Donnell,
Reeve & Smith (2009) perceived achievement as the extent of an individual’s
knowledge in a given task in school.
O’Donnel et al (2009) further explained that it indicates how well a
learner performed after learning experiences.
Academic achievement in the context of this study is the measure of
students’ success in their school work (which is either good or poor).
In recent years, the
achievement of students in the West African School Certificate Examination
(WASCE) result released by (WAEC) make very grim news (West African Examination
Council Chief Examiner’s Reports for the
years, 2009, 2010, 2011,2012, 2013 and 2014).
The 2009 WASCE result indicated that only 356, 981 students representing
25.99 percent of 1,373,009 candidates that wrote the examination succeeded in
getting the mandatory minimum of five credits required for admission into the
tertiary institutions. In 2010 May/June
examination only 23 percent passed against 77 percent that failed in getting
the mandatory minimum of five credits required for admission into the tertiary
institutions. The 2011 May/June West
African Secondary School Certificate Examination (WASSCE) recorded a mass
failure as only 472, 906 candidates representing 31 percent of 1,540,250 that
wrote the examination nationwide passed. The poor results are also recorded in
May/June 2012 as only 649156 candidates representing 38.8 percent out of
1,672,224 that sat for the examination obtained credit in five subjects and
above including English language and mathematics. Out of 1,543,683 candidates
who sat for the examination in May/June 2013, only 564,525 representing 36.57
percent passed the examination. May/June 2014 WASSCE result recorded mass
failure in Mathematics and English language.
A total of 529,425 candidates representing 31.28 percent obtained
credits and above in five subjects
including English language and mathematics, out of 1,692,435 candidates that sat for the
examination (Chief Examiners Report 2014).
The analyses of WASSCE results above invariably display the academic
achievement of our secondary school students as poor in their performance.
The blame for poor
academic achievement in secondary schools has been apportioned variously on
student factors, school factors, teacher factors and parent factors. The question remains as to what really is
responsible for this situation? Suppose
we intend to probe into the student factors, we may look for instance first at
how the students feel about themselves (positively or negatively). This could be termed self-esteem.
Self-esteem is the
acceptance or respect for, as well as the confidence and satisfaction that one
has in him/herself as a person. It is
based on an internal image one carries around consciously and subconsciously (Carla,
2006). Carla further asserts that we
begin to create our internal image in early childhood based on our interactions
with others and our environment especially the signals and messages we receive,
first from our parents. We also receive
signals and messages from other areas such as our performance in school sports
and how likable our childhood peers and friends make us feel. According to him during this formative
period, if we receive negative signals and messages we may later develop low
self-esteem.
As one may either have high,
moderate or low self-esteem, high self-esteem may refer to accurate, justified
perceptions of one’s worth as a person and one’s success and accomplishment. It
can also be referred to as an arrogant, grandiose unwarranted sense of
superiority over others. Moderate self
esteem is not high nor low.It is just balance based on one’s sense of judgment.
In the same manner, low self-esteem may reflect either an accurate perception
of one’s short coming’s or a distorted, even pathological insecurity and inferiority
(Baumeister, Jennifer, Joachim & Vohs, 2003). In general, though low self-esteem is a
negative view of oneself which has negative effect on the person that is
involved, what Baumeister et al (2003) say is that self-esteem could reflect
perceptions that do not always match reality.
A child’s self-esteem might reflect a belief about whether he or she is
intelligent or attractive. That belief might not be necessarily accurate. The inability of an individual being balanced
or not having a realistic image of oneself through understanding and developing
healthy interpersonal relationships with others affect ones self-esteem. This
might result in anti-social behaviours and unrealistic attitude toward life and
society as well as poor mental health which could have implications for his or
her academic achievement (Nwachukwu, 1998).
Children make self evaluations in many specific domains of their lives –
academic, athletic, appearance and so on.
All in all, an individual’s self-esteem is very important for his or her
functioning. For the purpose of this study, the researcher conceptualizes
self-esteem as the way student’s think and feel about themselves in
relationship to how they do things.
The student’s
self-esteem-low or high may be due to their parents’ handling during their
childhood. Erickson (1965) opined that
identity formation creates tensions in the adolescents to the extent that some
of them become confused about their personality. It is possible that parents’ assistance and
guidance may result in the student’s development of unwholesome behaviours and
can lead to poor academic achievement.
The foundation of what a person becomes in the society is laid in the
home. Parents therefore have important
roles to play in ensuring their children acquire the appropriate social,
psychological, moral and intellectual development especially through their
parenting styles.
Parenting style is just
another name for raising children. It is
the active moulding of character, personality, talents, emotional and physical
well-being of the child. (Answer corporation, 2011). Spera (2005) perceived
parenting as the act of training or bringing up children by parents or
parent-substiutes. Uche and Benjamin
(2009) perceived parenting styles as a particular pattern of interaction or
relationship that exists between parents and children which gradually moulds
the behaviour of the children. Darling
and Steinberg as cited in Huver, Otten,Vries and Engels (2009) defined
parenting style as a universal climate in which child upbringing behaviour of
parents or other primary caregivers evolve.
The construct of parenting style by Baumrind (1971) is used to capture
normal variations in parents attempt to control and socialize their children.
Parenting styles have
consistently been shown to relate to various outcomes such as youth
psychopathology, behaviour problems and academic achievement. (Erlanger, Megan
& Robert, 2004). Building on this research in the parenting style
literature, this work examined the relationshipamong parenting styles,
self-esteem and academic achievement.
Several conceptualization
of parenting styles have been delineated.
Most have focused on quantities and qualities of warmth, responsiveness
and control in the parenting repertoire (Coolahan, McWayne &Fantuzzo,
2002). In the context of this study, the
researcher captures parenting styles as different relationships that parents
establish in training children which gradually mould dimensions of their
children’s lives.
Based on many dimensions
of studies, Baumrind (1967) has identified three parenting styles. Authoritative, Permissive and Authoritarian,
while neglectful parenting style was later added by Maccoby and Martins (1983).
Authoritative parenting style is characterized by high levels of nurturance,
involvement, sensitivity reasoning and encouragement of autonomy. Parents who adopt this style are both
demanding of obedience and at the same time responsive to the needs of their
children. Such parents are assertive but
not punitive. Children of such parents
are also believed to be self-reliant, self controlled, cheerful and friendly,
co-operative, purposive and cope well with stress (Baumrind, 1971).
Parents who direct the
activities and decisions for their children through reasoning and discipline
would be described as authoritative. Conversely, permissive parenting style is
characterized by making few demands, exhibiting non-controlling behaviours, and
using minimal punishment (Baumrind, 1971) For example parents who do not
establish rules and guidelines for their child’s behaviour would be described
as possessing permissive parenting
styles.
Baumrind (1971) further
asserts that parents who employ the permissive style of parenting can sometimes
be referred to as indulgent parents.
This style is applied by parents who allow their children’s preferences
to take priority over the ideals and they rarely require them to conform to
expected standards (Strage & Randt, 1999). Such parents are lax at
enforcing rules and fail to direct behaviour. Children from such parents are
believed to be rebellious, low in self-reliance and self-control, impulsive,
aggressive, domineering, aimless and low in achievement.
Authoritarian parenting
style tends to fall at the other end of the continuum. Parents characterized as authoritarian
exhibit highly directive behaviours, high levels of restrictions and rejection
behaviours and power asserting behaviours.
These parents tend to have a philosophy that “it’s my way or the right
way”. Such parents are status-oriented
and always expect unquestioned obedience and total compliance to orders or
instructions. Children of such parents
are believed to be fearful, apprehensive, unfriendly, vulnerable to stress,
aimless, easily annoyed and passively hostile and also tend to perform moderately
well in school (Baumrind, 1971). In general, an authoritative parenting style
emphasizing both responsiveness and demandingness appear superior in fostering
higher academic achievement (Reitman, Rhode Hupp & Altobello, 2002).
Uninvolved parenting or neglectful
parents is characterized by unsupportive nature of the parents towards their
children. Parents who adopt this style,
display ambivalent attitude in the life of their children and may be
emotionally detached from them. Children of such parents have been observed to
be impulsive and aggressive (Maccoby & Martins, 1983, Weiten & Lloyd
2003).
Baumrind (1971) has
reported on the positive associations between authoritative parenting style and
academic achievement. For example children (ages 4-15) of parents who were
characterized as authoritative were the most motivated, the most competent and
the most achievement-oriented. Over the
past few years, the relationship between parenting styles and academic
achievement has been examined in college students but inconsistent results have
been found. Strage and Brandt (1999)
examined the role of parenting styles in the lives of college students and
found that previous parenting behaviors’ continue to be important in the lives
of college students as with children and adolescents.
As these parenting styles
adopted by parents are different, the researcher perceives a possibility that
they could differentially affect the children’s self-esteem and even their
academic achievement. It is against this
background that the researcher sought to carry out this investigation.
1.2 STATEMENT OF THE PROBLEM
In
recent years, the academic achievement of senior secondary school students as
revealed by statistical analysis of their result at the external examinations
such as the Senior School Certificate and West African School Certificate
Examination has been poor (Chief Examiners Report, 2014). The students’ academic achievement has been
so consistently poor that it has become a national issue. Parents are very worried especially
considering their huge investment in their children’s education. The government is also sad about the ugly
performance. Blames have been
apportioned to parents, teachers and students themselves. Parents who are the care givers of every
child are responsible for providing the right training such as assessing the
child’s peer group, teaching the children the accepted values and norms in the
society and generally providing the right nurturing. The manner in which such training is
being provided termed parenting styles
might affect the child in many ways and in many spheres of his or her
life. It has also been suggested that
the way a student perceives himself or herself which is termed self-esteem
might be affected. The burden of this
research is to find out whether a
relationship exists between parenting styles and self-esteem and academic
achievement of these students. Put in
question form, what is relationship between parenting styles and self-esteem
and academic achievement of senior secondary school students in Aba education
zone? This underlies the problem of this study.
1.3 PURPOSE OF THE STUDY
The
major purpose of this study is to investigate the relationship between
parenting styles and self-esteem and academic achievement of senior secondary
school students in Aba education zone of Abia State. The Specific objectives of this study are to:
i. ascertain the parenting styles of
students in Aba Education zone.
ii. determine the level of self esteem of
students in Aba Education zone by parenting styles.
iii. determine the level of academic
achievements of students in Aba Education zone by parenting styles.
iv. determine if parenting styles correlate
with the self-esteem of the students
v. ascertain if parenting styles correlate
with the academic achievement of students in Aba Education zone of Abia.
1.4 SIGNIFICANCE OF THE STUDY
This
study, when published and the findings disseminated through seminars, workshops
and conferences, will be of immense benefit to parents, teachers, social
workers, counsellors, students and government. The parents will appreciate how
their parenting styles affect their child’s social, psychological and
intellectual development both now and in future. The parents will be better
motivated to trust and treat the children with respect and create a warm and
conducive environment for the overall development of their children. If the parents benefit from this study then,
directly or indirectly, the study becomes of great significance for students as
their parenting styles will positively influence their own self-esteem that is
what they feel or think about themselves in relation to their academic
achievement.
The findings will aid the
teacher in understanding the background of the child in the school and enable
him/her to know the reasons a student behaves the way she/he does. This will help the teacher handle the student
appropriately.
The
school psychologists, social workers and counsellors will be equipped better to
understand students problem with a view
to carrying out their job of counselling both students and their parents
more effectively. The findings and
recommendations will enable governmental bodies or agencies in drawing up
policies that will take care of all students from different background who have
been exposed to different parenting styles.
This
study has theoretical significance as it lends credence to Abraham Maslow’s
hierarchy of Needs which sees self-esteem as a basic human need. It is also significant for the psychological
theory of personality development which basically sees the quality of a
person’s development as a function of how other people have treated that person
in the past. This study will also be added to the body of knowledge on
parenting styles and their corresponding influence on self-esteem and academic
achievement of adolescents.
1.5 RESEARCH QUESTIONS
The following research questions will
guide the conduct of this research, thus:
i. What is the parenting style of
students in Aba Education zone of Abia State?
ii. What is the level of self-esteem of
students in Aba Education Zone of Abia State by parenting style?
1.6 HYPOTHESES
The following null hypotheses were stated
to guide the study which will be tested at 0.05 level of significance.
i. Ho1: There is no
significant correlation between the authoritative parenting style and self
esteem of students in Aba Education zone of Abia State.
ii. Ho2: There is no
significant correlation between the authoritarian parenting style and self
esteem of students in Aba Education zone of Abia State.
iii. Ho3: There is no significant
correlation between the permissive parenting style and self esteem of students
in Aba Education zone of Abia State.
iv. Ho4: There is no
significant correlation between the neglectful parenting style and self esteem
of students in Aba Education zone of Abia State.
v. Ho5: There is no
significant correlation between the authoritative parenting style and academic
achievement of students in Aba Education zone of Abia State.
vi. Ho6: There is no significant
correlation between the authoritarian parenting style and academic achievement
of students in Aba Education zone of Abia State.
vii. Ho7: There is no significant
correlation between the permissive parenting style and academic achievement of
students in Aba Education zone of Abia State.
viii. Ho8: There is no significant
correlation between the neglectful parenting style and academic achievement of
students in Aba Education zone of Abia State.
1.7 SCOPE OF THE STUDY
The
study is limited to investigating the relationship between parenting styles and
self-esteem and academic achievement of senior secondary school students in Aba
Education zone of Abia State. The
parenting styles are categorized under the four primary styles of parenting by
Baumrind (1978) which include authoritative, authoritarian, permissive and
neglectful parenting style by Maccoby and Martins (1983).
The
Students’ Perception of Parenting Styles (SPPS) questionnaire was used to
determine students parenting styles. The Students’ Self-Esteem Scale (SSES) was
used to determine the level of self-esteem of the students. The students’
academic achievement was determined using their annual result in English and
Mathematics because they are the two core subjects every student offers in the
Senior Secondary School.
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