|Title:||The Relationship Of Parenting Styles And Acal)Emlc Performance Among Primary And Secondary School Students In Debre-Markus Town|
|???metadata.dc.contributor.*???:||. Huhiamu Wondumu (Dr)|
|Keywords:||the relationship between parenting style|
|Publisher:||Addis Ababa University|
|Abstract:||This slush alternated to examine the relationship between parenting style and academic performance among primary and secondary school students. Together with this. difierences in the report of parents and students on parenting style and diﬂerences in parenting styles due to age. sex. _/amily structure. residence and parental education were explored. 190 students ﬁ'o/n primary schools, 195 students from secondary schools and ll 9 parents were the subjects of the study. Two measuring instruments were used to gather the required data for the study. These are average academic achievement scores of the first semester of the 1997 E.C academic year and students' and parents' sel/l report questionnaire. The data were analyzed using statislical techniques like mean, standard deviation. bivariate correlation. chi-square- lest. multiple and stepwise regressíon and analysis of variance (ANO VA ). .4nal_\~sis of the data revealed that parents and children didn't diﬂer in their views on parenting styles to a significant degree. As authoritative followed by permissive parenting styles are dominanl among primary school students. neglectful followed by authoritarian parenting styles are dominant among secondary school students. As more females than males reported their parents as authoritative, more males than females reported their parents as neglect/ul. As more rural families than urban families are found to be authoritarian and neglectﬁil, more urban families than rural ﬁzmilies are found to be authoritative and permissive. lt was also found out thatvthe parenting style employed in a family is not dependent on the status of the family and educational level of the parents. Parenting style, family structure, parental education, residence and sex signiﬁcantly eontributed to the variation in academic achievement scores among primary school students. In the secondary level. however, :these variables did not significantly contribute to the variation in academic achievement scores. Analysis of variance indicated that academic achievement scores differ significantlv as a result ofparenting styles among primary' school students. This dijference, however, was not observed among secondary' school students. lmplications of the results are discussed and recommendations are also forwarded.|
|Appears in Collections:||Thesis - Educational Psychology|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.