Brief Research Report ARTICLE
Influence of maternal and paternal parenting style and behaviour problems on academic outcomes in primary school. Brief report
- 1Psychology, University of Granada, Spain
- 2Deptarrment of Behavioural Science, Mexico
- 3Departamento de Psicología, Universidad de Córdoba, Spain
- 4Departamento de Personalidad, Evaluación y Tratamiento Psicológico, Facultad de Psicología, Universidad de Granada, Spain
Parents and teachers are concerned about the academic outcomes of children. Among the variables that play an important role in school success, parenting styles and behaviour problems are some of the most studied. Literature shows that presence of behavioral problem and parenting styles based on physical punishment, lack of consistency and ineffective limit setting are related to poor academic achievement. The present study examined the influence of maternal and paternal parenting styles and behaviour problems on the academic outcomes of primary-school children. Measures used in this study included the Inventory of Parenting Guide, the Child Behaviour Checklist and information on academic outcomes (n= 78 families). The range age of the students was 6 to 13 years old (mean= 8,08; SD= 1.6; 38 girls). The participation rate was 90,7%. The results showed that behaviour problems and sensitive parenting style were related to academic outcomes. Specifically, attentional problems and maternal sensitive parenting styles appeared to be significant predictors of academic outcomes in this study. These data suggest the relevance of attention and maternal sensitive parenting styles in understanding processes that promote academic outcomes.
Keywords: parenting styles, maternal sensitive parenting styles, Behavioural problems, academic outcomes, Attention, Academic Achievement
Received: 18 Sep 2018;
Accepted: 07 Feb 2019.
Edited by:Monica Pellerone, Kore University of Enna, Italy
Reviewed by:Tiziana Ramaci, Kore University of Enna, Italy
Giuseppe Mannino, Libera Università Maria SS. Assunta, Italy
Copyright: © 2019 Checa, Abundis-Gutierrez, Pérez-Dueñas and Fernández-Parra. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Prof. Puri Checa, University of Granada, Psychology, Granada, Spain, email@example.com