The relationship between parenting styles and children's academic achievement in a sample of Iranian families

Abstract

The relationship between parenting styles and children's academic achievement was examined in a sample of Iranian families. 371 high school students (191 girls, 180 boys) along with their parents (342 fathers, 364 mothers) were included in this study. All parents were asked to complete Parental Authority Questionnaire (PAQ; Buri, 1991). The current grade-point-average (GPA) was calculated for the students’ academic achievement. Results indicated that both authoritative and authoritarian parenting styles were negatively associated with children's academic achievement. Permissive parenting style showed no significant association with children's academic achievement. It can be concluded that parenting styles would influence children's academic achievement