Relationship of Parenting Style and Academic Achievement among University Students: Mediating Role of Personality Traits

Abstract

The aim of this study was to explore predictors of academic achievement with association of parenting style and personality traits. After a review of the detailed literature the following hypotheses were formulated; a) parenting styles would be the predictor of personality traits (openness to experience, conscientiousness, extraversion, agreeableness, neuroticism), b) personality traits would be the predictor of parenting styles (supportive parenting, compassionate parenting, controlling parenting, avoidant parenting and orthodox parenting), c) there would be positive relationship between academic achievement and parenting styles (supportive parenting, compassionate parenting, controlling parenting, avoidant parenting and orthodox parenting), d) There would be positive relationship between academic achievement and personality traits (openness to experience, conscientiousness, extraversion, agreeableness, neuroticism). The total sample was N=500, (male 50% and female 50%) between 18-30 years. A purposive sampling technique was used to collect data from government universities of Faisalabad. In addition, to explore findings, following psychological measures was used i.e. Perceived Dimensions of Parenting Scale (PDPS) and Big Five IPIP Personality Scale used to measure participant’s personality traits. The descriptive statistical and regression analysis of variance tests was used and the findings showed that there is a significant prediction between parenting styles and academic achievement (R2 =.083; F (1,498) = 44.87 p<.001).  The findings of the study showed that there is significant prediction between personality traits and academic achievement (R2 =.251; F (1,498) =116.83 p<.001). It is concluded that parenting styles and personality traits have significant predictions in academic achievement among adolescents.