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J Educ Health Promot
J Educ Health Promot
JEHP
J Edu Health Promot
Journal of Education and Health Promotion
2277-9531
2319-6440
Wolters Kluwer - Medknow India

JEHP-13-206
10.4103/jehp.jehp_1383_23
Original Article
Relationship between parenting style and academic resilience of adolescent students with special reference to Jorhat district, Assam
Chutia Saswati
Swargiary Jagat
Department of Education, Gauhati University, Kamrup (M), Assam, India
Address for correspondence: Miss. Saswati Chutia, Research Scholar, Department of Education, Gauhati University, Kamrup (M) - 781 014, Assam, India. E-mail: saswatichutia41@gmail.com
2024
11 7 2024
13 20631 8 2023
06 11 2023
Copyright: © 2024 Journal of Education and Health Promotion
2024
https://creativecommons.org/licenses/by-nc-sa/4.0/ This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.
BACKGROUND:

Parenting is the most vital and crucial responsibility, although it is often overlooked. Research studies have found that close relationship with parents is associated with the positive development of a child. Academic resilience is one of the key factors forthe positive development of students. “Academic resilience refers to a student’s ability to deal with failure, academic setbacks, and so on”. Several research investigations have shown numerous factors that aid in the promotion of academic resilience among students. Parenting is one of them. Therefore, this study tries to investigate the strength and direction of the relationship between parenting style and academic resilience.

MATERIAL AND METHOD:

Descriptive survey method has been employed in this study. The study was conducted in three govt. high schools of Jorhat district, Assam, India under the SEBA (Secondary Board of Education). The sample of the present study consists of 101 high school students studying in class X, which include both boys and girls. Data were collected by administering two standardized tools to the sample students.

STATISTICAL TECHNIQUE USED:

Pearson Product–Moment correlation has been used in this study.

RESULT:

Results indicate that there a exist significant favorable association between democratic parenting style and academic resilience of adolescent students. It is also found that there exists a low correlation between autocratic parenting style and academic resilienceof adolescent students. The correlation between permissive parenting style and adolescent students’ academic resilience is also very low. Also, it has been found that there exists a low or weak correlation between uninvolved parenting style and academic resilience of adolescent students.

CONCLUSION:

The findings of this study indicate a statistically significant positive correlation between different parenting styles and the academic resilience of adolescent students. Based on the findings of this study, it is recommended that future research be conducted to investigate whether certain parenting styles can predict the academic resilience of adolescent students.

Academic resilience
adolescent’s mental health
parenting style
positive psychology
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pmcIntroduction

Parenting is the foundation of human development. It plays a crucial role in the overall development of a child since it is the major social group with whom a child interacts in his early years. “Close relationships between adolescents and their parents are known to promote and support positive development”.[1] Parenting style refers to the set of behaviors, attitudes, and techniques that a parent employs when engaging with and raising their child. It also refers to the attitude and behavior of the parents toward their children. Darling and Steinberg (1993) define parenting styles as “the emotional climate in which parents raise their children”.[2] Parenting style has been discovered to have a long-lasting effect on the development of teenagers’ personality and other psychological characteristics in addition to having a direct impact on their mental health. Numerous research studies show that parenting is one of the prominent factors that can be attributed tochildren’s overall well-being. While talking about positive development, one cannot deny the role of resilience in it.[3]

Resilience is the capacity to overcome chronic adversity. It is very necessary to deal with life challenges. It is used in different contexts. In academic context, it is called as academic resilience. “Academic resilience refers to student’s ability to deal with academic challenges, setbacks and pressure”. It is described as “a capacity to overcome acute and chronic adversity that is seen as a major threat to a student’s educational development”.[4] Academic resilience is crucial for students to succeed academically and to be capable of handling any academic difficulty. In today’s competitive environment, academic setbacks, failure, and challenges are common to the students, but how they handle these challenges and get through them is crucial to their long-term academic success and overall well-being. Academically resilient students strive to thrive in challenging situations rather than avoid them; they see them as learning opportunities. It is also true that resilience is one of the fundamental characteristics that distinguish academically successful children from academically failing individuals. Resilience is a dynamic attribute that can be learned, which is fascinating and thrilling.

Research suggests that “a person’s resilience is determined by a variety of factors, including individual,[5] biological and psychological characteristics, relationships with family and peers, and environmental influences such as those in the school and broader community”.[6]

The present study focuses on investigating the strength and direction of the relationship between parenting style and academic resilience of adolescent students. “Baumrind and Maccoby Martin’s four parenting styles–Democratic, autocratic, permissive, uninvolved has been considered in this study”.[7] Baumrind identified three parenting styles based on parental “demandingness and responsiveness,” which includes “authoritative parenting, authoritarian parenting, and permissive parenting”. Later “Maccoby and Martin expanded these three parenting styles using a two dimensional framework”.[8] They expanded Baumrind’s permissive parenting style into two different types: “permissive and neglectful parenting”.

Recent research confirmed the influences of parenting styles on adolescent’s mental health (Fletcher, Steinberg, and Sellers, 1999).[9] The results of Ritter’s study found that an authoritative parenting style is associated with high levels of resiliency while authoritarian and permissive parenting styles were most often associated with those participants with low resiliency.[10] Adolescents who grow up in chronically distressed families are likely to develop serious social and emotional problems impacting the adolescent’s ability to cope with stress.[11] Another study found that lack of parental attention and adverse family background and support have adverse effects on academics among students.[12] Thus, it has been observed that parenting affects both academic performance and the healthy development of adolescent pupils.

While discussing the topic of healthy development, it is imperative to acknowledge the significant contribution of academic resilience. The development of academic resilience holds significant value for students as it equips them with the capacity to navigate and tackle difficult circumstances, thereby enhancing their academic performance. Students who are unable to cope with challenges and adversities, or those who struggle to adapt to academic pressures, are susceptible to negative outcomes like dropping out, engaging in suicidal behavior, and participating in antisocial activities. Academic resilience, in fact, plays a crucial role in assisting students in handling the challenges they encounter in life and achieving higher levels of academic success. Numerous empirical investigations have revealed that a variety of factors have a significant role in fostering resilience among student populations. Family characteristics such as parental expectations, parental participation, and the overall family environment have been identified as highly significant. While the significance of family in fostering resilience among students has been acknowledged, less research has been undertaken, thus, far on the association between parenting style and academic resilience. There is a dearth of research examining the correlation between academic resilience and parenting style, particularly in the context of Assam, India. Hence, the researcher recognizes the crucial importance of undertaking this investigation. Determining the potential correlation or linkage between various parenting styles and the academic resilience of adolescent students holds significant importance. Should a relationship be identified, it becomes pertinent to ascertain the direction of such associations. These findings will serve as a foundation for future research endeavors, specifically in investigating the parenting style that exerts the greatest influence on the academic resilience of adolescent students. Furthermore, this knowledge will contribute to enhancing parental awareness regarding the significance of fostering healthy parent–adolescent relationships. The development of suitable plans and programs aimed at boosting parent–adolescent relationships, raising awareness, and providing parental education would be beneficial for educational planners. These initiatives would assist in orienting parents and equipping them with the necessary knowledge and skills. Therefore, it is anticipated that the outcomes of the current study will offer significant insights for individuals involved in policy-making, program development, and implementation aimed at fostering the well-being of adolescents.

The basic purpose of this study is to examine the strength and direction of the association between different parenting styles (democratic, autocratic, permissive, and uninvolved) experienced by adolescent students with their academic resilience. The researcher deemed it essential to evaluate these broader patterns of parenting in relation to academic resilience. Numerous studies on parenting practices have been conducted, but relatively few have emphasized Baumrind’s broader parenting patterns and styles. In order to assess the academic resilience of adolescent students, the investigator developed and standardized a new academic resilience scale specifically designed and tested in adolescent samples. In previous studies, this academic resilience scale was not utilized.

The objective of this study is to find the relationship between different parenting styles with academic resilience of adolescent students.

Materials and Methods

Study design and setting

This research was a descriptive survey research. It was conducted in three different government schools in Jorhat district, Assam, India. Data have been collected by administering two standardized tools to 101 adolescent students who were studying in class X. The investigator visited the school and after taking necessary permission administered the tools to the students of class X.

Study participants and sampling

All the government high school students of Jorhat district, Assam, India studying in class X in the academic session 2022–23 are the population of the study. Simple random sampling and convenient sampling technique have been used to select the sample from the population for the study. In the first phase, the investigator used a lottery technique and selected three the schools for the study. After that, the researcher selected the 101 sample students of class X from these three schools by using a convenient sampling technique.

Data collection tool and technique

Tools used

Two standardized tools have been used in this study. One is parenting style scale by Madhu Gupta and Dimple Mehtani (This scale consists of 44 items divided into four parenting style–I. Democratic, II. Autocratic, III. Permissive, IV. Uninvolved.). This parenting style scale has good reliability (test retest method = 0.911) and confirmed content validity.

Another tool was Academic Resilience Scale developed by the investigator. This scale consists of 41 items divided into five dimensions–Confidence, Control, Commitment, Coordination, and Connection. This academic resilience scale has good reliability (test–retest method = 0.945) and confirmed content validity.

The investigator visited the schools and after giving the necessary instruction administered the parenting style scale to the student samples and after completion of this scale, the other scale which is academic resilience scale administered to the students. After checking whether they have filled up all the statements or not the investigator collected the respond sheets from the students.

Ethical consideration

Before collecting the data, the investigator takes all the necessary permission from the Headmaster of each school. The data were collected only from the voluntary participants after taking their consent.

The procedure of interpretation and analysis

After the collection of data, SPSS version 25 has been used to perform the statistical analysis. To find out the strength and direction of the relationship between parenting style and academic resilience, “Pearson product–moment correlation” has been used in this study.[13]

Analysis and result

After the collection of data, analysis and interpretation have been done according to the objectives of the study:

Objective 1: To study the relationship between democratic parenting style and academic resilience of adolescent students.

Interpretation: The result of Table 1 shows that the correlation value (r) was found 0.554, which shows a moderate positive relationship between the democratic parenting style and academic resilience of adolescent students. The P value is. 000, which is less than the alpha value of 0.05. It implies that there exists a significant relationship between democratic parenting style and academic resilience of adolescent students. Therefore, the null hypothesis is rejected. The Figure 1 shows the positive correlation between democratic parenting style and academic resilience.

Table 1 Correlation between democratic parenting style and academic resilience of adolescent students

Variable	n	Mean	SD	P	Pearson Product Moment Correlation	
Democratic parenting style	101	163.53	17.860	0.000	0.554	
Academic resilience	101	35.59	6.535			
**Significant at 0.01 level

Figure 1 Scatter plots showing a positive correlation between democratic parenting style and academic resilience

2. To study the relationship between autocratic parenting style and academic resilience of adolescent students.

Interpretation: The result of Table 2 reveals that the correlation value (r) between autocratic parenting style and academic resilience was found 0.200, which indicates that there is a low or weak relationship between autocratic parenting style and academic resilience of adolescent students. Again the P value is 0.001, which is less than 0.05;therefore, it is statistically significant. Therefore, the null hypothesis is rejected. The positive r-value implies that there is a significant positive relationship between autocratic parenting style and academic resilience of adolescent students. The Figure 2 shows the positive correlation between autocratic parenting style and academic resilience.

Table 2 Correlation between autocratic parenting style and academic resilience of adolescent students

Variable	n	Mean	SD	P	Pearson Product Moment Correlation	
Academic resilience	101	163.53	17.860	0.001	0.200	
Autocratic parenting style	101	34.71	6.017			
**Significant at 0.05 level

Figure 2 Scatterplot showing the positive relationship between autocratic parenting style and academic resilience

3. To study the relationship between permissive parenting style and academic resilience of adolescent students.

Interpretation: The correlation value between permissive parenting style and academic resilience was found to be 0.146 in Table 3, and the P value is 0.026, which is less than 0.05; thus, it is statistically significant. This implies that there is a significant association between permissive parenting style and adolescent students’ academic resilience. As a result, the null hypothesis is rejected. The Figure 3 shows the positive correlation between permissive parenting style and academic resilience.

Table 3 Correlation between permissive parenting style and academic resilience of adolescent students

Variable	n	Mean	SD	P	Pearson Product Moment Correlation	
Academic resilience	101	163.53	17.860	0.026	0.146	
Permissive parenting style	101	27.90	7.803			
**Significant at 0.05 level

Figure 3 Scatter plot showing the positive correlation between permissive parenting style and academic resilience of adolescent students

4. To study the relationship between uninvolved parenting style and academic resilience of adolescent students.

Interpretation: The result of Table 4 shows that the correlation value between uninvolved parenting style and academic resilience was found 0.137, and the P value is found 0.173, which is greater than 0.05;thus, the null hypothesis is rejected. This suggests that there is no correlation between uninvolved parenting style and adolescent student academic resilience. The Figure 4 shows the correlation between uninvolved parenting style and academic resilience.

Table 4 Correlation between uninvolved parenting style and academic resilience of adolescent students

Variable	n	Mean	SD	P	Pearson Product Moment Correlation	
Academic resilience	101	163.53	17.860	0.173	0.137	
Uninvolved parenting style	101	22.53	8.659			
**Not significant

Figure 4 Scatter plot showing the correlations between uninvolved parenting style and academic resilience of adolescent students

Discussion

The current study aimed to determine the association between parenting styles and academic resilience in adolescent pupils. The findings support previous findings that there is a significant relationship between academic resilience and democratic parenting style, whereas autocratic parenting style and permissive parenting style have a low or weak correlation with adolescent students’ academic resilience. It is also observed that there is no significant relationship between uninvolved parental style and adolescent students’ academic resilience. The findings are consistent with earlier studies that show an authoritative parenting style is associated with high levels of resilience.[10] The authoritative parenting style has the strongest relationship with resilience in adolescents of both races and genders.[14] The findings are comparable to the study conducted by Kaur, who reported that parental connection is related to students’ academic resilience.[15] The current study’s findings are in conformity with those the authors of[16] who identified that parental participation has a significant influence on student resilience. Zakera discovered a “warmth, supportive, and child-centered parenting style associated with the development of resilience,” which is comparable to the current study’s findings.[17] In this study, the investigator also discovered a correlation value of 0.554 between democratic parenting style and academic resilience, which is significant at 0.01 level. This implies that there is an association between democratic parenting and adolescent academic resilience. A study indicated that parental support is substantially connected to adolescent resilience.[18] Another study discovered that authoritative parenting is strongly connected with academic resilience.[19]

Limitation and recommendation

The present study is limited to the adolescent students studying in class X of High schools of Jorhat district, Assam, India. Further research might be undertaken to investigate diverse age groups of students and to explore other geographical regions and localities. The study has taken into consideration the parenting styles of Baumrind and Maccoby Martin. It is suggested that future research should explore similar studies by examining many other parenting styles.

Conclusion

The relationship between parenting style and academic resilience provides some important clues that parental involvement may play a great role in predicting the academic resilience of adolescent students. Specially democratic parenting is found to be significantly correlated with student’s academic resilience. Therefore, further study can be conducted on to study the influence of these parenting styles on the academic resilience of adolescent students. The development of effective parenting practices that promote resilience in adolescent children will require further studies.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

Acknowledgment

The researcher expresses gratitude to the headmasters, assistant teachers, and participants from the sample schools for their valuable support and active cooperation.
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