Parenting styles and students’ academic performance

This study investigated the relationship between parenting styles and the academic performance of junior high school students at Melchor Memorial School, Inc., Ibajay, Aklan. Guided by Baumrind’s Theory of Parenting Styles, the research examined how the four major parenting types—authoritative, authoritarian, indulgent, and neglectful—relate to students’ scholastic achievement while considering intervening variables such as sex, age, sibling rank, section, family income, and parents’ educational attainment. Employing a descriptive-correlational design, data were gathered from 120 Grade 8 students through a researcher-made and validated questionnaire. Frequency, percentage distribution, weighted mean, and chi-square tests were utilized for statistical analysis. Results revealed that most respondents perceived their parents as practicing the authoritative style, characterized by warmth, responsiveness, and reasonable control. Students with authoritative parents generally demonstrated higher academic performance compared to those with authoritarian, indulgent, or neglectful parents. Furthermore, findings indicated significant relationships between parenting styles and academic performance, as well as between students’ demographic profiles and their scholastic outcomes. The study concludes that parenting style is a crucial factor influencing students’ academic achievement and underscores the importance of balanced parental involvement in fostering learners’ motivation, discipline, and success.