PARENTING STYLES, SELF-ESTEEM AND ACADEMIC PERFORMANCE IN SCIENCES IN UGANDA: A CASE OF SELECTED SECONDARY SCHOOLS IN KABALE DISTRICT.
DOI:
https://doi.org/10.51168/hssys921Keywords:
Permissive parenting styles, Academic performance, Students in Kabale DistrictAbstract
Background
The root cause of this underperformance is intricately linked among other things to the influence of parenting styles on children's self-esteem, subsequently impacting their academic achievements. The study aims to assess the relationship between permissive parenting styles and academic performance in the sciences among high school students in Kabale District.
Methodology
A cross-sectional design in which a sample of 201 respondents was that consisted of both male and female students from the selected secondary schools. A simple random sampling technique was employed in both the selection of schools and participants. The study applied Pearson product-moment correlation to examine the relationship among the variables.
Results
The grand mean for all items related to permissive parenting was 2.84. A considerable proportion of respondents (M = 2.13, SD = 1.37) expressed disagreement with the notion that their parents encounter difficulties when disciplining them. A significant number of participants (M = 3.36, SD = 1.39) exhibited uncertainty regarding whether their parents expected them to adhere to certain expectations solely out of respect. The majority of respondents (M = 4.04, SD = 1.05) agreed that their parents usually provided clear instructions about what they wanted them to do and how they expected them to do it. Concerning the directiveness of their parents' desires, respondents were unsure (M = 3.01, SD = 1.42), yet they acknowledged that their parents allowed their opinions on family matters (M = 2.42, SD = 1.18).
Conclusion
There is a statistically significant positive relationship between Permissive Parenting and Academic Performance.
Recommendations
Parents and caregivers should focus on praising effort, progress, and personal growth rather than solely on achievements.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Murari Maurice Alex Muhwezi, Dr. Kiyingi Pio Frank (PhD) (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
SJ-Education publishes under the Attribution-Noncommercial-NoDerivatives 4.0 international (CCBY-NC-ND 4.0) license which allows you to Share, Copy, and redistribute the materials in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms; 1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. 2. Non-commercial: You may not use the material for commercial purposes. Commercial use is one primarily intended for commercial advantage or monetary compensation. 3. No Derivatives: if you remix, transform, or build upon the material, you may not distribute the modified material. 4. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
