EFFECT OF PARENTING STYLE ON SELF-ESTEEM AND ACADEMIC PERFORMANCE OF SCHOOL CHILDREN

Abstract

The present study investigated the effect of parenting style on self-esteem and academic performance among school children, with self-esteem examined as a potential mediating variable. A quantitative, cross-sectional, correlational research design was employed, and data were collected from a sample of 300 school students (aged 10–16 years) selected through stratified random sampling from public and private schools. Standardized instruments were used to measure parenting style, self-esteem, and academic performance. Data were analyzed using descriptive statistics, Pearson correlation, multiple regression, one-way ANOVA, and mediation analysis. The results revealed that parenting style significantly influences both self-esteem and academic performance. Students raised under authoritative parenting demonstrated the highest academic achievement, whereas those under neglectful parenting showed the lowest performance. Correlation analysis indicated significant positive relationships among parenting style, self-esteem, and academic performance. Regression analysis further confirmed that both parenting style and self-esteem significantly predicted academic performance, with self-esteem emerging as the stronger predictor. Mediation analysis indicated that self-esteem partially mediated the relationship between parenting style and academic performance, explaining approximately half of the total effect. Additionally, ANOVA results showed significant differences in academic performance across parenting styles. The findings highlight that authoritative parenting fosters higher self-esteem and better academic outcomes, while neglectful parenting is associated with poorer psychological and educational development. The study concludes that parenting style plays a crucial role in shaping children’s academic success both directly and indirectly through self-esteem. These results emphasize the importance of promoting supportive and balanced parenting practices to enhance students’ psychological well-being and academic achievement.