Relations between Parenting Style and Parenting Practices and Children’s School Achievement

Abstract

This study examines the relationship between parenting patterns and children’s school achievements in Greek society. Parenting practices and parenting style are two child-rearing dynamics which were selected to assess children’s school achievements in this study. A total of 101 participants who have at least one child attaining elementary school and who reside in Greece answered an online questionnaire. In line with previous findings, the aim of this study is to examine associations between parenting and primary school students’ achievements in Greece. The initial assumption was that both parenting practices and parenting style are associated with academic achievement. Thus, the primary hypotheses under examination in this study are (A) that authoritarian parenting pattern is negatively associated with school achievement; (B) that authoritative parenting style is positively associated with school achievement; and (C) that parental involvement affects children and their school performance. The results show a positive relation between authoritative parenting styles and children’s school achievement, although the authoritarian style was associated with lower levels of school achievement. Additionally, the results indicate that the authoritarian style combined with involvement practices is a significant predictor of grades. The more authoritative means that parents use to socialize with their children, the more likely they are to achieve their parenting goals. Nevertheless, it is of critical importance for parents to focus on the learning process and not on the outcome.