Parenting Styles And Childrens Classroom Performance

Published Date: 02 Nov 2017

Chankhanga Community Day Secondary School in Kasungu District

The best gift that parents can give their children is good education. It is believed that education is the most reliable key to success. Although children grow up in different families, in every family parents play an important role in giving support and stimulating children’s academic achievement and attitude towards school (Santrock, 2009). Before the child is exposed to the world the first socialization is obtained from parents. The child learns the first language from parents. According to Santrock (2009) the value that parents place on education of their children determines the performance of the child in school. Parents do not only influence children’s in school achievement, but also make decisions about children’s out-of-school activities" (Santrock, 2009). Livinia Lorena Riberio in her thesis says that Baumrind in 1971 suggested that her three parenting styles, authoritative, authoritarian, and permissive were representative of the styles parents used in the socialization of children based on high and low nurturing, maturity demands, communication and control of the child’s behavior( Santrock 2009).

Douglas in his thesis says that parent’s involvement with their children’s schooling has been shown to affect student’s academic achievement (Douglas 2011). Different parenting styles have been studied by child psychologists for many years but really got attention in the 1970s and 80s. There have been a few psychologists who have come up with names and theories for different parenting styles, but in general, psychologists have agreed on four basic styles of parenting, which are; authoritarian, authoritative, indulgent or permissive, and neglectful (Wentzel &Russell, 2003). Despite the discovery of these parenting styles the right parenting style is the one that uplifts high classroom performance of a child.

David Clarke in his book, Parenting Isn’t for Super Heroes, said that after interviewing many parents, he found that many parents feel powerless and insignificant. Many believe that they have virtually no influence on the lives of their children. This feeling of helplessness has caused them to abandon the role that God trusted then of leading, motivating, shaping, and guiding their children ( Clarke 2003). In agreement with Clark, Andrew Murray in his book How to raise children for Christ says that raising children is their duty and privilege. They do not know that God has given them power. Mostly, parents imagine that they honor God by thinking their religion of their children is dependent on God’s will apart from their instrumentality (Murray 1975). Therefore this research will examine the relationship between parenting styles and children’s classroom performance.

Background

Parents play a role of managers to their children. Researchers have found out that family management practices are positively related to student’s grades and self-responsibility, and negatively to school-related problems (Santrock 2009). This shows that the role of helping a child to boost self-esteem lies in the hands of parents. Mothers are more responsible for the behavior of their children than their fathers. Clarke in his book, Parenting isn’t for Super Heroes, said that parenting has not only moments of wonder, excitement, and enrichment but also broken up by long stretches of exasperation, total chaos, and suffering ( Clarke 2003). There is a need for parents to decide the quality of family life they will have and then use the necessary disciplines to accomplish it, Otherwise life will push the family in diverse directions and they will be problems rather than discipline (William Sears, 1982).

Purpose of Study

The purpose of this study is to determine whether or not there is a relationship between parenting styles and learner’s classroom performance at Chankhanga Community Day Secondary School. This will help the parents to look after their children in a proper way and provide all the necessities that can help the learners to improve their classroom performance.

Hypothesis

1. Parents using authoritative style of parenting contribute positively to their children’s classroom performance.

2. Children coming from peaceful homes achieve high grades than those coming from chaos homes.

Theoretical Framework

This research shall be driven by the theory of Baumrind’s Typology of parenting style by Diana Baumrind who conducted extensive observations of parents interacting with their children in their homes and concluded four dimensional of parent-child interactions reflecting types of responsiveness and control predict reliably children’s social, emotional, and cognitive functioning (Wentzel and Russell, 2003). Baumrind and other researchers created four parenting styles which are Authoritarian, Authoritative, Permissive and Neglectful (Douglas, 2011).

Significance of Study

This study will be of great importance to Malawian parents in the way that it will provide knowledge to parents on how to choose the right parenting style which will help their children to boost their classroom performance. Also, the study will help the parents to demonstrate love to their spouses as children coming from homes whose parents quarrel each day become emotionally sick hence fail to perform well in classroom assessments.

This study would help parents to focus on how to build their children’s self-esteem and confidence. Also the study would be beneficial to individuals and publishing houses that provide parenting views to parents and the nation; this will help the nation to employ the parenting styles that are effective. In addition to that this study will help the teacher to handle children exposed to different parenting styles in classroom situations in the right manner.

Limitations of Study

The researcher predicts that this study will have the following limitations. The first limitation is that of time constraint. The researcher is conducting this study in amidst of studying other subjects. The second limitation is that of financial constraints. The researcher who is a student will personally fund the study. The third limitation would be the reading level of the children would be limiting the study in a way that they may not understand the concepts being communicated to them. The forth limitation would be the selection of the participants. This study does not address categories like those of learners with learning difficulties, like the visual impaired nor those who are mentally retarded. The other limitation will be fear that children may be afraid to express how they are being handled by their parents at home and teachers at school.

Operational Definitions

Parenting Styles

Parenting Style refers to the normative patterns of behavior and tactics that parents use to

Socialize and control their children (Wentzel and Russell, 2003).

Authoritarian parenting

"This is a type of parenting where by parents are very strict and punitive. (Clarke, 2003.p.40).

Authoritative parenting

"This is a positive parenting style that encourages children to be independent but it still places limits and control over their actions (Santrock, 2009. p.80).

Indulgent parenting

"This is a parenting style where by parents are highly involved with their children but few limits and restrictions are placed on their behavior" (Clarke, 2003, p.320).

Neglectful parenting

In this parenting style parents are not involved in either control or love; they are basically absent (Education-Portal, 2003-2012)

II. LITERATURE REVIEW

The following section will present a literature review on the four type of parenting thus authoritarian, authoritative, neglectful, and indulgent parenting and how they are related to children’s classroom performance.

Parenting styles

Zahari and others in their research describes that parenting style captures two important

Elements of parenting; these are parental responsiveness and parental demandingness. Parental

responsiveness is similar to parental warmth or supportiveness refers to the extent to which

parents intentionally foster individuality, self –regulation and self- assertion by being attuned,

supportive to children’s special needs and demand. Parental demandingness emphasizes

behavior control . It refers to claims parents make on children to become integrated into the

family as a whole, by their maturity demands, supervisions, disciplinary efforts and willingness

Confront the child who disobeys (Zahari et.al. 2002).

In a greement with Zahari et. al., Rachel M. Ellis(2007) writes in her thesis that Baumrind is widely recognised as developing a classification for parenting styles. Ellis explains that in Baumrind’s 1962 typology, three different styles were identified: authoritarian, authoritative, and permissive. Then Maccby and Martin(1993) made a follow up and recategorised Baumrind’s parenting styles. They separated permissive parenting from neglectful parents. Ellis continue to say that Maccoby and Martin classified their parenting styles according to the degree of parental responsiveness and demandingness shown in child-rearing practices ( 2007). Ellis in her thesis, Relationship between parenting styles and children’s motivational styles, said that Maccoby and Martin(1983) defines parental responsiveness as the amount of control, supervision and maturity demands exerted by the parents( Ellis 2007). Parents who are characterized by low demandingness and high responsiveness display an indulgent/permissive parenting style. These type of parents are warm and loving toward their children but make little demands on them, instead they allow their children to be more self-regulated.

Ellis(2007) further explained that (Baurind 1991;Maccoby& Martin, 1993)said that parents who are low in responsiveness and low in demandingness are neglectful/uninvolved parents. These types of parents do not take charge of their children and are never involved with their children’s interest and activities. She describes authoritarian parents as highly demanding and low in responsiveness. These parents have high expectations of maturity and want the behaviour and attitude of their children to fit their standard. The parents discourage verbal feedback and give and take between them and their children. These parents consistently monitor the behaviour of their children and reinforce the achievements of their children. Authoritarian parents are warm, loving and supportive with verbal feedback and encourage communication( Ellis 2007).

Authoritarian parenting

Santrock explains that this type of parenting is restrictive and punitive. He said that authoritarian parents exhort to follow their directions and respect them. Parents place firm limits and controls on their children and allow little verbal exchange (Santrock, 2009).

The author of Education Portals agrees with Santrock that authoritarian parents are extremely strict, controlling, demanding and unforgiving. He further says that authoritarian parents will give the child a swift and severe punishment without even trying to listen for an explanation (Education Portals, 2003). According to Dr. Sal Severe the purpose of punishment is to teach children to behave better in the future, not to get even. He continues to say that sometimes children can make parents become angry, but this is not the time to hand out punishment. Punishment is most effective when it is predetermined and planned. Punishment does not work well as an impulsive reaction (Severe, 2000).

Wentzel and Russell add that children exposed to authoritarian parenting style are moody, anxious, and well-behaved, and the child is an average to good student, and is a follower (Wentzel and Russell, 2003). In agreement with Education Portal the child exposed to this type of parenting follows the rules at school better (Education-Portal, 2003).

In addition, Clark says that the Bible is not silent on authoritarian parenting. God has provided some points and helpful words for those parents falling under the style. God reveals the damage authoritarianism causes in children and how to correct it. Ephesians 6:4 and Colossians 3:21 are the words addressed to fathers. The message to mothers is addressed in Proverbs 1:8; 6:20. Scriptures clearly teaches that mothers are vital part of the parenting (Clark, 2003).

Authoritative Parenting

Santrock (2009) writes that children whose parents are authoritative often behave in socially competent ways. They tend to be self- reliant, delay gratification, get along with their peers and show high self-esteem. Shammi Sukh (2007) agrees with Santrock that good parenting is not just about raising one’s children and making them fit for a profession. It is about developing a wholesome personality bestowed with wisdom and intellect so that the child, instead of learning to merely count, learns about what counts in life (Sukh, 2007). Children exposes to this type of parenting style are happy, responsible and furthermore, they are good at problem solving, they are self-motivated and confident and cooperative. They are usually excellent students and leaders (Wentzel and Russell, 2003).

In agreeing with Santrock on the matter, Christenson and Peterson quotes Dornbusch who says that authoritative parenting which is characterized by establishing clear, enforcing rules, and encouraging discussion and joint decision making, is positively associated with students’ achievement for elementary and secondary students. They continuous to say that parental discipline characterized by setting clear standards, enforcing rules, and encouraging discussions, negotiations and independence is associated with positive academic outcomes (Christenson &Peterson,2011).

Sean Douglas adds on the matter through his research he conducted in which he shows that parent’ involvement with the children’s schooling has been shown to effect student’s academic achievements. Using the construct of parenting styles authoritative parenting has been found to result in optional academic achievement among Caucasian students but research on parenting styles among African American and Latino students yielded mixed results (Douglas,2011).

In agreeing with Douglas, Christenson and Peterson quotes Gonzalen as saying that parent’s involvement is even more likely to benefit students’ school success when it occurs within the authoritative parenting style. Douglas quotes Steinberget, al that "parenting accounted for variations in the overall positive effects of parental involvement. From that premise, families where parent involvement led to greater adolescent school achievement, the effectiveness of parent involvement was greater than families practicing authoritative parenting than those who were not."He continues to say that academic achievement is attributed to the students’ perception of their parent’s educational expectations (Douglas 2011).

Sonia Mital in her study confirmed that children expressed that their mothers exhibit higher levels of the authoritative parenting style, they were more likely to endorse mastery goals and display a greater personal interest in school (Mital, 2003)

Wentel and Russell continue to agree by saying that the benefits of authoritative parenting have been documented mostly in samples of middle-class families in industrialized Western societies. However, some evidence indicates that parenting in working class and low socio-economic status families tends to be more authoritarian, with fathers using power assertive discipline more often than mothers. Children rose in more communal and extended family networks such as those found in Native American cultures tend to be treated more permissively than European American children. Chinese mothers tend to demonstrate more controlling, authoritarian parenting practices than their European American counterparts.

They further adds that research on age-related differences suggests that as children get older, outward displays of warmth and affection and direct disciplinary encounters by parents lessen, as verbal communication and discussion increase. Parents also tend to provide greater opportunities for autonomy and self-regulation as children enter adolescence and early adulthood (Wentel & Russell, 2003).

Indulgent parenting

Kendra Cherry says parents who exhibit permissive parenting style make relative few

demands upon their children because these parents have low expectations for self-control and

maturity, they rarely discipline their children Cherry quotes Baumrind who says that permissive

Parents are more responsive that they are demanding. They are nontraditional and lenient, do

not require mature behavior, allow considerable self-regulation, and avoid confrontation

(Cherry, 2012).

Santrock agrees with Cherry that indulgent is a parenting style in which parents are highly involved with their children but place few limits or restrictions on their behavior. These parents often let their children do what they want and get their way because they believe the combination of nurturing support and lack of restraints will produce a creative confident child. The result is that these children usually don’t learn to control their own behavior. These parents do not take into account the development of the whole child (Santrock, 2009).

Diana Baumrind concurs with Santrock as he says that Indulgent parenting is also referred to as permissive or nondirective parenting style. The inconsistency of the permissive style often leaves devoted parents grieving for their parenting mistakes. Permissive parents have the belief that really showing their child love and feeling their love in return is their ultimate goal in parenting. She further says that these parents do love their ultimate goal in parenting. They do love their ultimate goal in parenting. They do love their children and are highly bonded to them. But their relationship is one of equals rather than as parents to children (Baumrind, 1991). Baumrind says that to gain compliance from their children they will often to fight giving and even out right bribery rather than setting boundaries and expecting obedience. Permissive means to be lenient liberal, lax, and hands off (Baumrind, 1991). According to Baumrind, the Hallmarks of a permissive parenting style are as follows: the parent is responsible but understanding. The parent is accepting and affirmative of the child but makes few demands for responsibility or conduct. The permissive parent thus to take a tolerant accepting attitude toward the child’s wants and impulses, including sexual and aggressive impulses (Baumrind, 1991).

Furthermore, Baumrind continues by saying that permissive parents have trouble saying no and setting boundaries and to avoid asserting authority or imposing controls or restrictions or indeed any confrontation wherever possible.She continues to say that findings for the permissive parenting style show that it appears to have more negative than positive effects with children often being impulsive, aggressive and lacking in independence and in personal responsibility. It is insecurity because of the lack of boundaries also creates problems which leave parents feeling perplexed after they have poured so much love into their children.

Baumrind says that a permissive parenting style often creates children who are demanding and selfish rather than loving and supportive in their approach to others. She further says that permissive homes because of the high responsiveness form parents have good self-esteem and better social skills. However they are also more likely to be involved in problem behaviour and be less motivated in school through not having been held accountable for their own behaviour (Baumrind, 1991).

Website of health practitioner agrees with Cherry and Baumrind that indulgent parents are more responsive than they are demanding. They are nontraditional and lenient, do not require mature behavior, allow considerable self-regulation, and avoid confrontation. Indulgent parents may be further divided into two types: democratic parents, who, though lenient, are more conscientious, engaged, and committed to the child, and nondirective parents. (www.atheath practioners.com). The educational portal adds by saying that indulgent parents fail to set any standard for behavior, are tolerant of all behavior and give in to their child’s desires (Educational Portal, 2003). Graeme Paton concurs with the other authors by saying that over indulgent middle-class parents are fuelling a rise in bad behavior bad behavior in the classroom by failing to set boundaries for their children (Paton, 2012).

Wentzel and Russell adds on the matter by saying that children exposed from this parenting style aredemanding and whiny, easily frustrated they lack kindness and empathy and usually poor to average students and are a follower (Wentzel & Russell, 2003.p.4). Cherry continues by saying that permissive parenting involves a lack of demands and expectations, children raised by parents with this style tend to grow up without a strong sense of self discipline. They may be more unruly in school due to lack of boundaries in the home and maybe less academically motived than many of their peers (Cherry, 2012.p1).

Gwen Dewar agrees with Cherry that in a research conducted by Susie Lamborn found that students raised by permissive parents achieve less at school. They also had higher rates of school misconduct and substance abuse (Dewar, 2010). In the research Dewer suggests that permissiveness isn't the best approach to parenting--at least not in places like the United States. But much as parents who let their kids disrupt other people's lives, it's not clear that everyone labeled as "permissive" is doing their children--or their neighbors--a disservice. As you might expect, it depends on how you define "permissive." Being warm and emotionally responsive to children doesn't make you "permissive." And it certainly doesn't make you a bad parent (Dewar, 2010).

Neglectful parenting style

This is the type of parenting style which parents are uninvolved in their children’s lives (Santrock, 2009). Clarke adds by saying that many parents do not realize the incredible value and importance of raising their children. Parenting gets in their way of what they really want to do in their lives. Their personal life is the priority and their kids get left-over (Clarke, 2003).

Sukh agrees with Santrock and Clarke that many parents think that giving time to their children will hamper their growth or make them rather meek, fussy or whatever. But the availability on the part of parents gives children a strong sense of worth, creating in them feeling of being wanted ( Sukh2007). Cherry also says that neglectful parents are low in both responsiveness and demandingness. In extreme cases, this parenting style might encompass both rejecting–neglecting and neglectful parents, although most parents of this type fall within the normal range.

Santrock continues by saying that children of neglectful parents often behave in socially incompetent ways. They tend to have poor self -control, they do not handle independence well and they are not achievement motivated (2009 ). According to Wentzel and Russell who said that children exposed to this type of parenting are clugy and needy, inappropriate and rude. They are likely to get into trouble; usually they are poor student and followers (Wentzel & Russell (2003).

III. THE DATA AND ITS TREATMENT

Research Design

This study will use both quantitative and qualitative method.

Population and Sampling

This study will utilize the Morgan&Krejcie’s table for determining sample size. Keeping a +/-5% margin. The area of study is Chankhanga Community Day Secondary School and has a total population of 500 learners. According to the Morgan &Krejcie’s table for determining sample size the sample in this research will be 217 learners. Thereafter, cluster sampling will be used in order to sample learners from all the classes (From 1 to Form 4). In this case 54 learners will be interviewed from each class.

Instrumentation

This study will develop and use the following instrumentation First, data will be collected from the Headmaster’s office regarding learners who are high performers, average performers and low performance. Second, a questionnaire will be developed. Third, personal interviews with key people and lastly focused ground discussions will be conducted.

Data Collection

Data for this study will be collected from a number of sources. Statistical information will be collected from the headmaster’s office on three categories of students, high achievers, average achievers and low achievers. Questionnaires will be administered to students at the end of each day with the help of the head teacher and class teachers. Interviews will be conducted with key people on the topic such as parents, teachers and the head teacher. In this regard, the parents will be for those sampled learners. Teachers to be interviewed will be class teachers for those sampled learners.

Data Analysis

Data in this quantitative study will be analyzed by using the Statistical Package for Social Sciences (SPSS) and Microsoft Excel Package if SPSS will not be available.

IV. Qualification of the researcher

The researcher has a Bachelor of Arts degree, obtained at African Bible College in 2001 and she has a ten years experience in the field.

Time Line

The table below displays how the activities will be done and completed.

Month &Date

Activity

Recommendations

8th February,2013

Title page

done

13th February,2013

Handing in proposal

22nd February,2013

Getting done with introduction, background, problem statement and aims and objectives

5th March,2013

Finalising literature review

15th March,2013

Finalising collecting data and compiling, analysing data

29th March,2013

Finalising results and analysing data

10th April, 2013

Getting done with the first full draft

19th April, 2013

Finalising the final copies

CONCLUSION

This research has proposed to find about the relationship between parenting styles and children’s classroom performance. The paper has also proposed the methods that will be used in collecting data, they type of instrumentation, and how data collected and analyzed. In addition to that the proposal has suggested two theoretical frame works that will drive the research. Finally, an intensive literature review has been presented in the paper.

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Cherry Kendra (2012). What is Permissive Parenting. http://www.about.com. Accessed on

November 23, 2012.

Christenson S, Peterson C.(2011) Partnering for School Success, Review Research. University

Retrieved on

Clarke, David, Ph.D. (2003). Parenting isn’t for Heroes: Everyday Strategy for Rising Good Kids. Uhrichsville: Barbour Books.

Conblentz, John (2007).Christian family living, Harrisonburg, Christian light Publication

Dewer, Gwen(2010).Permissive Parenting: Parenting Science Guide.

http://www.parentingscience.com. Accessed on November 23,2012.

Douglas S, (2011). Styles, Dimensions of Parenting and Academic Achievement of African

Americans and Latino Students. http://www

Education Portals (2003). Impact of Parenting Styles on Different Styles of Learners.

http://education-portal.com/academy/lesson/impact-of-parenting-styles-on-

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Marjoribanks, Kelvin (2003). Academic Achievement. http://www.encyclopedia.com.

Accessed on November 26, 2012.

Mital, Sonia. The Impact of Maternal Parenting Style on Achievement Goal, Academic

Performance, and Personal Interest in Schools Among High School Students. Fordham

University.

Murray Andrew ( 1975). How to Raise Your Children for Christ. Bethany Fellowship, Inc

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Paton, Graeme (2012). Bad Behavior in Schools Fuelled by Over-Indulgent Parents.

http://www.telegraph.co.uk/education/educationnews/9173533/Bad-behaviour-in-

schools-fuelled-by-over-indulgent-parents.html.

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Santrock, John W. (2009). Education Psychology, New York: McGraw-Hill Companies.

Sears William M.D.(1982). Creative Parenting: How to use the new Continuum Concept to

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Suhkh, S. (2007). Precious Tips on Parenting. Bandura, Better Yourself Books.

Wentel K, and Russell S. Parenting Styles.

http://www.extension.umn.edu/distribution/familydevelopment/components/00079b.html

accessed on November 26, 2012

Zahari Ishak et.al (2002). Parenting Style as a Moderator for Student’s Academic Achievement.

http://rd.springer.com/article/10.1007/s10956-011-9340-1#page-1 accessed on November 20, 2012.