A grounded theory model of academic strength-based parenting within positive education

Abstract This study introduces “Academic Strength-Based Parenting” (ASBP), a comprehensive theoretical framework that examines how parents can foster both academic success and personal development in their children. Although interest in strength-based parenting has grown, a well-defined framework linking this approach to academic outcomes remains underdeveloped. Grounded in positive psychology and educational theory, the study employed a constructivist grounded theory methodology, conducting semi-structured interviews with 20 highly educated Persian-speaking parents. Data were analyzed through open, focused, axial, and theoretical coding, alongside constant comparative analysis and memo-writing. The findings indicate that parents who align their beliefs with their actions create more optimal academic environments. Enhancing cultural, social, and economic capital enables parents to navigate and overcome educational barriers. Furthermore, deliberate engagement in their children’s academic relationships, reducing negative influences while reinforcing positive ones, emerged as a central empowering strategy. This study offers practical implications for educators and parents and situates ASBP within broader theoretical frameworks, including self-determination theory, intrinsic motivation, and ecological systems theory.