The influence of parenting styles on the academic performance of black high school students

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Date
1998-11
Authors
Mekgwe, Ellornah Motladireng
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Publisher
University of the Free State
Abstract
English: Numerous studies have suggested that a number of domestic and familial variables are associated with school performance. High school students who described their parents as authoritative (in the sense that their parents are deeply committed to their welfare, are responsive to their needs including educational ones, are ready to show enthusiasm about their academic successes and accomplishments, and are willing to spend time (within limits) in joint enterprises of the child's needs) perform academically better and become more engaged in school than their counterparts from nonauthoritative homes. The present study intended to investigate whether adolescents' perception of their parents' behaviour towards their academic performance contributes anything additionally in the explanation of variance of high school performance to that explained by scholastic intelligence and gender. The General Scholastic Aptitude Test (GSAT) scores and class examination results of the pupils were obtained and these data with the information obtained from Mboya's Perceived Parental Behaviour Inventory (PPBI) questionnaire constituted the data base of this study. The sample included 240 adolescents (105 boys and 135 girls) from four black high schools in Thaba Nchu. In the hierarchical (multiple) regression,' the predictor variables were entered in the equation in the following order: Non-verbal General Scholastic Aptitude Test Scores (GSAT-N), Verbal General Scholastic Aptitude Test Scores (GSAT-V), Gender (Gen), Gen x GSAT-N, Gen x GSAT-V and parental style. There was a very low correlation of 0,099 between an involved parenting style and academic performance. The amount of variation in academic performance explained by scholastic aptitude test scores is about 16%. Gender explains an additional 0,7%. Interaction terms between gender and both GSAT-V and GSAT-N jointly explain an additional variation of 0,9% and parental style explains only about 0,1% of the variation in academic performance. The finding that parental style did not explain any appreciable variance in academic performance additionally to that explained by scholastic aptitude possibly may be due to the emergence of the role of peer pressure in adolescence.
Afrikaans: Talryke studies het aangedui dat In aantal huislike en gesins-veranderlikes verband hou met skoolprestasie. Hoërskoolskoliere wat hulouers as gesaghebbend beskryf (in die sin dat hulouers sterk toegewy is aan hul welvaart, simpatiek staan teenoor hul behoeftes, insluitend opvoedkundige behoeftes, geredelik entoesiasties raak oor hul akademiese sukses, en gewillig is om [binne perke] tyd af te staan aan gesamentlike ondernemings wat met die kind se behoeftes in verband staan), presteer akademies beter en raak meer betrokke by die skool as hul eweknieë uit minder outoritêre huise. Die doel van die huidige studie was om ondersoek in te stel na die vraag of, afgesien van die invloed van skolastiese intelligensie en geslag, adolessente se persepsie van hulouers se gedrag en houding teenoor hul akademiese prestasie iets bykomend bydra tot variasie wat betref hoërskoolprestasie. Die uitslae van die Algemene Skolastiese Aanlegtoets sowel as van skooleksamens is verkry, en hierdie data, saam met die inligting wat deur middel van Mboya se PPBI-vraelys (waargenome-ouerstyl-vraelys) verkry is, het die databasis van hierdie studie gevorm. Die steekproef het 240 adolessente (105 seuns en 135 meisies) uit vier swart hoërskole in Thaba Nchu ingesluit. In die hiërargiese (meervoudige) regressie, is die voorspellingsveranderlikes in die volgende volgorde in die vergelyking ingevoer: Nie-verbale Algemene Skolastiese Aanlegtoetstelling (ASAT-N-V). Verbale Algemene Skolastiese Aanlegtoetstelling (ASAT-V), Geslag (G), G x ASAT-N-V, G x ASAT-V en ouerstyl. Daar was 'n baie lae korrelasie van 0,099 tussen ouerstyl en akademiese prestasie. Die persentasie variasie in akademiese prestasie wat na skolastiese aanlegtoetspuntetelling teruggevoer kan word, is ongeveer 16%. 'n Addisionele 0,7% hou verband met geslagverskille. Die wisselwerking tussen geslag en ASAT-V en ASAT-N-V gesamentlik is verantwoordelik vir 'n verdere 0,9% variasie en slegs 0,1% van die verskille in akademiese prestasie kan teruggevoer word na ouerstyl. Die bevinding dat ouerstyl nie 'n verdere verduideliking vir verskille in akademiese prestasie, bykomend tot die invloed van skolastiese aanleg, bied nie, kan moontlik toegeskryf word aan die groter wordende rol van portuurgroepdruk tydens adolessensie.
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Keywords
Academic achievement -- South Africa -- Thaba Nchu -- Testing, High school students -- Education -- South Africa -- Thaba Nchu, Children -- Family relationships, Dissertation (M.Soc.Sc. (Psychology))--University of the Free State, 1998
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