Parivash Rahimpour1, Ashraf Direkvand-Moghadam2, Azadeh Direkvand-Moghadam3, Ataollah Hashemian4. 1. Student of General Psychology, Ilam Department of Education, Ministry of Education, Islamic Republic of Iran, Iran . 2. Student of Ph.D. by Research, Psychosocial Injuries Research Center, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences , Ilam, Iran . 3. Student of Statistics, Student Research Committee, Ilam University of Medical Sciences , Ilam, Iran . 4. Student of Criminal Low and Criminology, Psychosocial Injuries Research Center, Ilam University of Medical Sciences , Ilam, Iran .
Abstract
INTRODUCTION: Parenting styles are effective in the educational performance of their child. The present study aimed to investigate the relationship between the parenting styles and students' educational performance among Iranian girl high school students. MATERIALS AND METHODS: In a cross-sectional survey, female students in high schools of Ilam (Iran) evaluated during the academic year 2014-15. Multistage cluster random sampling was used to select the participants. Data were collected by two demographic and Baumrind's parenting styles questionnaire. The Cronbach's alpha coefficient was measured as an index of internal identicalness of the questionnaire to verify its reliability. RESULTS: A total 400 students were studied. The Mean±SD of the students' age were 14±1.08. The students' school grades were the first year of high school to pre-university course. The Mean±SD of parenting styles were 35.37±5.8, 34.69±6.34 and 19.17±6.64 for permissive parenting style, authoritarian parenting style and authoritative parenting styles, respectively. There was a significant relationship between the score of permissive parenting style (p= 0.001, r= 0.151), authoritarian parenting style (p= 0.001, r= 0.343) and authoritative parenting style (p=0. 001, r= 0.261) with the students' average score for studying. CONCLUSION: The results of this study demonstrate that parental influence plays an important role in students' educational performance.
INTRODUCTION: Parenting styles are effective in the educational performance of their child. The present study aimed to investigate the relationship between the parenting styles and students' educational performance among Iranian girl high school students. MATERIALS AND METHODS: In a cross-sectional survey, female students in high schools of Ilam (Iran) evaluated during the academic year 2014-15. Multistage cluster random sampling was used to select the participants. Data were collected by two demographic and Baumrind's parenting styles questionnaire. The Cronbach's alpha coefficient was measured as an index of internal identicalness of the questionnaire to verify its reliability. RESULTS: A total 400 students were studied. The Mean±SD of the students' age were 14±1.08. The students' school grades were the first year of high school to pre-university course. The Mean±SD of parenting styles were 35.37±5.8, 34.69±6.34 and 19.17±6.64 for permissive parenting style, authoritarian parenting style and authoritative parenting styles, respectively. There was a significant relationship between the score of permissive parenting style (p= 0.001, r= 0.151), authoritarian parenting style (p= 0.001, r= 0.343) and authoritative parenting style (p=0. 001, r= 0.261) with the students' average score for studying. CONCLUSION: The results of this study demonstrate that parental influence plays an important role in students' educational performance.