Parenting Styles and Academic Performance among University Students: Moderating Role of Self Efficacy

Abstract

Parenting practices play a significant role in shaping students’ psychological development and academic outcomes; however, the mechanisms through which parenting styles influence academic performance remain insufficiently understood. This study aimed to examine the relationship between parenting styles and academic performance among university students, with a particular focus on the moderating role of self-efficacy. A quantitative, correlational research design was employed; involving (N=200) university students aged 18–36 years. Data were collected using standardized measures, including the Parenting Styles Scale, General Self-Efficacy Scale, and Academic Performance Scale. Descriptive statistics, reliability analysis, Pearson correlation, regression analysis, independent sample t-tests, and moderation analysis were conducted to examine the proposed relationships. The findings demonstrated that authoritative parenting was positively associated with academic performance, whereas authoritarian and permissive parenting styles showed negative associations. Regression analysis revealed that parenting styles significantly predicted academic performance, explaining 10% of the variance, while the inclusion of self-efficacy increased the explained variance to 23%. Self-efficacy emerged as a significant positive predictor of academic achievement and significantly moderated the relationship between parenting styles and academic performance, strengthening the positive influence of authoritative parenting while reducing the adverse effects of less supportive parenting approaches. Gender differences were also observed in academic performance, self-efficacy, and perceived parenting styles. The study highlights the importance of supportive and autonomy-enhancing parenting practices combined with strong self-efficacy beliefs in promoting academic success among university students. These findings provide valuable implications for parents, educators, and policymakers in developing interventions aimed at improving students’ academic outcomes.