Role of Parenting Styles in Child Academic Achievement in Mozambique
DOI:
https://doi.org/10.47672/ejs.2092Keywords:
Parenting, Styles, Child, Academic AchievementAbstract
Purpose: The aim of the study was to assess the role of parenting styles in child academic achievement in Mozambique.
Materials and Methods: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: The study indicated that authoritative parenting, characterized by warmth, responsiveness, and high expectations, is consistently associated with better academic outcomes in children. This style fosters a supportive yet structured environment that encourages autonomy and responsibility. On the other hand, authoritarian parenting, which is marked by strict rules, low warmth, and high control, tends to be linked with lower academic performance. Children raised in authoritarian households may struggle with self-regulation and exhibit less enthusiasm for learning. Permissive parenting, characterized by high warmth but low control and expectations, also shows mixed results regarding academic achievement. While children may feel supported and loved, they may lack the structure and guidance needed to excel academically. Lastly, neglectful or uninvolved parenting, characterized by low warmth, responsiveness, and involvement, is consistently associated with poorer academic outcomes. Children may experience a lack of support, motivation, and guidance, leading to disengagement and underachievement in school.
Implications to Theory, Practice and Policy: Social learning theory, attachment theory and self-determination theory may be used to anchor future studies on assessing the role of parenting styles in child academic achievement in Mozambique. Provide parent education programs that emphasize the importance of authoritative parenting techniques. Advocate for policies that support work-life balance for parents, enabling them to be more actively involved in their children's education without undue stress or pressure.
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