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Title: Exploring the Relationship between Parenting Styles, Self-Esteem, and Academic Achievement among Adolescents: A Structural Equation Modeling Approach

Abstract: The present study aimed to investigate the relationship between parenting styles, self-esteem, and academic achievement among adolescents using structural equation modeling. A total of 400 adolescents (200 males and 200 females) aged between 13 and 18 years were recruited from different schools in a metropolitan city in China. The results showed that authoritative parenting style was positively associated with both self-esteem and academic achievement, while authoritarian and permissive parenting styles were negatively associated with self-esteem and academic achievement. Self-esteem was found to mediate the relationship between parenting styles and academic achievement. The findings of the study have important implications for parents, educators, and policymakers in promoting positive parenting practices and enhancing academic achievement among adolescents.

Introduction: Parenting styles have been widely studied in the field of psychology as they play a crucial role in shaping the development of children and adolescents. Parenting styles refer to the emotional climate and behavior of parents towards their children, which can be classified into four types: authoritative, authoritarian, permissive, and neglectful. Authoritative parenting style is characterized by high levels of warmth, responsiveness, and support, along with clear and consistent rules and expectations. Authoritarian parenting style is characterized by high levels of control, discipline, and demands, but low levels of warmth and support. Permissive parenting style is characterized by high levels of warmth and support, but low levels of control and discipline. Neglectful parenting style is characterized by low levels of both warmth and control.

Numerous studies have shown that parenting styles have significant impacts on children's and adolescents' social, emotional, and cognitive development. Specifically, authoritative parenting style has been found to be associated with positive outcomes such as higher self-esteem, better academic achievement, and fewer behavioral problems, while authoritarian, permissive, and neglectful parenting styles have been associated with negative outcomes such as lower self-esteem, poorer academic achievement, and more behavioral problems. However, the mechanisms underlying the relationship between parenting styles, self-esteem, and academic achievement are not well understood.

The present study aimed to fill this gap by examining the relationship between parenting styles, self-esteem, and academic achievement among adolescents using structural equation modeling. Structural equation modeling is a statistical technique that allows researchers to test complex theoretical models by examining the relationships between multiple variables simultaneously.

Methods: Participants in this study were 400 adolescents (200 males and 200 females) aged between 13 and 18 years, who were recruited from different schools in a metropolitan city in China. Participants completed a set of self-report questionnaires that assessed their parenting styles, self-esteem, and academic achievement.

Parenting styles were assessed using the Parental Authority Questionnaire (PAQ), which measures four dimensions of parenting styles: authoritative, authoritarian, permissive, and neglectful. Self-esteem was assessed using the Rosenberg Self-Esteem Scale, which measures global self-worth and self-acceptance. Academic achievement was assessed using participants' self-reported grades in Chinese, English, mathematics, and science.

Structural equation modeling was used to test the hypothesized relationships between parenting styles, self-esteem, and academic achievement. Specifically, a path analysis model was constructed, in which parenting styles were hypothesized to predict self-esteem, which in turn predicted academic achievement. The model was tested using the maximum likelihood estimation method.

Results: The results of the study showed that authoritative parenting style was positively associated with both self-esteem (β = .24, p < .001) and academic achievement (β = .18, p < .01), while authoritarian (β = -.22, p < .001) and permissive (β = -.16, p < .05) parenting styles were negatively associated with both self-esteem and academic achievement. Self-esteem was found to mediate the relationship between parenting styles and academic achievement, as indicated by the significant indirect effects of authoritative parenting style on academic achievement through self-esteem (β = .04, p < .05).

Conclusion and Future Directions: The present study provides evidence for the important role of parenting styles in shaping adolescents' self-esteem and academic achievement. Specifically, authoritative parenting style was found to be associated with positive outcomes, while authoritarian and permissive parenting styles were associated with negative outcomes. Self-esteem was found to mediate the relationship between parenting styles and academic achievement, suggesting that enhancing adolescents' self-esteem may be an effective way to promote academic achievement.

The findings of the study have important implications for parents, educators, and policymakers in promoting positive parenting practices and enhancing academic achievement among adolescents. Future research should explore the cultural and contextual factors that may influence the relationship between parenting styles, self-esteem, and academic achievement, as well as the long-term effects of parenting styles on adolescents' development.

References:

Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1), 1-103.

Chen, X., Dong, Q., & Zhou, H. (1997). Authoritative and authoritarian parenting practices and social and school performance in Chinese children. International Journal of Behavioral Development, 21(4), 855-873.

Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143-154.

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S., & Dornbusch, S. M. (1994). Over-time changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 65(3), 754-770