A STUDY ON IMPACT OF PARENTING STYLES AND SELF-ESTEEM ON ACADEMIC ACHIEVEMENT OF POSTGRADUATE STUDENTS

AQEEL AHMAD KHAN; MUHAMMAD WASEEM TUFAIL; DR. IRSHAD HUSSAIN

AQEEL AHMAD KHAN
MUHAMMAD WASEEM TUFAIL
DR. IRSHAD HUSSAIN

Keywords: Authoritarian Parenting Style, Authoritative Parenting Style, Permissive Parenting Style, Explicit Self-Esteem, Implicit Self-Esteem, Student’s Academic Achievement

Abstract

This study demonstrates the impact of parenting styles and selfEsteem on academic achievement of postgraduate students. The purposive sampling technique was used and a sample of 150 (75 male and 75 female) students was selected from the Islamia University of Bahawalpur, Pakistan. The questionnaires on parenting style and self-esteem (Buri, 1991; Rosenberg, 1965) were administered to collect the data. The data analysis revealed insignificant relationship between self-esteem and academic achievement. Statistically (as β= -.132, P= .259, p>α) self-esteem was not found to be a significant predictor of educational success and failure of the students. Contrary to this a significant relationship between authoritarian parenting style and academic achievement of students was found (male β=.992, P= 0.00, p<α; female β=.985, P= 0.00, p<α) for both of the genders. But an insignificant relationship of authoritative parenting style with academic success or failure of students (of both genders) existed. Hence, it is concluded that authoritarian parenting style has significant impact academic achievement of students.