Students’ Perception of the Parental Responsiveness and Control towards their Academic Performance
DOI:
https://doi.org/10.5281/zenodo.20644323Keywords:
academic performance, parental control, parental responsiveness, parenting style, senior high school students, family engagementAbstract
This study examined senior high school students’ perceptions of maternal and paternal responsiveness and control and analyzed their association with academic performance. An ex post facto quantitative design was used among 245 senior high school students from a public high school in Cebu Province, Philippines. Participants answered a modified version of the Scale of Parenting Style developed by Gafoor and Kurukkan (2014), while academic performance was represented by the students’ reported grade point averages. Frequency counts, percentages, paired-samples t-tests, and multiple linear regression were used. The students had an average grade of 88.00 (SD = 4.35). Maternal control (M = 72.23, SD = 12.52) was significantly higher than paternal control (M = 68.96, SD = 14.45), t(244) = 3.904, p < .001. Maternal responsiveness (M = 68.40, SD = 12.14) was also significantly higher than paternal responsiveness (M = 64.82, SD = 13.80), t(244) = 4.294, p < .001. In the reported regression model, parental control positively predicted academic performance (B = .055, β = .300, p = .012), whereas paternal responsiveness was not a significant predictor (B = -.023, β = -.118, p = .321). The findings underscore the importance of balanced parental guidance, supportive communication, and age-appropriate monitoring during adolescence. Schools may strengthen family engagement initiatives while future studies examine a broader range of family and contextual variables.
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