Narratives about Parenting Practices and Academic Achievements among College Students of Islamabad

Abstract

The following research aims to explore impacts of different parenting styles on the academic achievements of students. Three parenting styles have been discussed through research (Authoritative, Authoritarian, and Permissive). The relationship between differences in parenting styles and practices that affects students’ performance at college was explored. A sampling unit of 25 students was selected through convenience and random sampling from different colleges of Islamabad. Narrative data analysis was used for analyzing the collected data. Students’ narratives were stated about their relation with their parents and how it helped or hinder them in their college studies. Findings suggest that an authoritative parenting style is most optimal for the best outcomes of students' academic achievement, adjustment, and self-efficacy. Authoritarian and permissive parents were most likely to show negative impacts on students’ confidence, self-esteem and their goal orientation. Students with favorable parent-child relationship were more likely to have a superior emotional and social adjustment at college than those of having a less favorable relationship with parents. Possible meaning of these findings are discussed. Significant relationship was found among the relationship of parents with their children, and the impact on the outcomes of these students at college. Factors such as parental income, education, expectations, etc. had an influence on students’ perceptions towards achievement. Parenting have been found to have many effects on children by its style and practices on the behaviors, beliefs, perceptions, and views of students