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Journal of Science Education and Technology

, Volume 21, Issue 4, pp 487–493 | Cite as

Parenting Style as a Moderator for Students’ Academic Achievement

  • Zahari Ishak
  • Suet Fin Low
  • Poh Li Lau
Article

Abstract

Parenting styles have always been a crucial factor in influencing all aspects of a person’s development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the Parental Authority Questionnaire (Buri in J Pers Assess 57:110–119, 1991). Academic achievement is measured based on the students’ performance in the Lower Secondary Assessment. Data were analyzed using structural equation modelling. Results demonstrated that model of authoritative and model of authoritarian fit the data of this study well. Both authoritative and authoritarian parenting styles are the most common practice of the parents. Parenting styles have been found to be a moderator of this study. The results indicated that parenting styles moderated the effect of academic self-concept on academic achievement. The impact of academic self-concept on academic achievement is found to be greater for the authoritative than the authoritarian parenting style.

Keywords

Parenting styles Academic achievement Self-concept 

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Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  1. 1.Department of Educational Psychology and Counseling, Faculty of EducationUniversity MalayaKuala LumpurMalaysia

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