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Nd Buried The Anti Parent Parenting Blog

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The Impact of Positive Parenting Styles Perceived by Middle School Students on Academic Achievement and the Mediating Effects of Self-Esteem and Academic Engagement

Received: November 1, 2021 / Revised: November 18, 2021 / Accepted: November 22, 2021 / Published: November 29, 2021

The purpose of this study was to determine the positive parenting style of high school students on their academic achievement and to evaluate the mediating effect of self-esteem and academic engagement. Data on 2,590 first-grade school students were obtained from the South Korean Child and Youth Panel Survey 2018, and data were analyzed using SPSS21.0, AMOS22.0, and PROCESS macro programs. This study found that positive parenting styles and academic engagement had a significant positive effect on self-esteem and academic engagement on academic achievement. In addition, self-esteem and academic engagement had a mediating effect on the relationship between positive parenting styles and academic achievement. Therefore, educators should develop programs that enhance positive parenting styles and develop specific programs for high school students to increase their academic engagement and self-esteem.

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High school students; parenting style; self-esteem; academic success; academic engagement; social emotions; high school students; parenting style; self-esteem; academic success; academic participation; social emotions; performance

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Academic success has a lot to do not only with personal factors such as self-development, but also with environmental factors. Various studies in this context have discussed aspects related to the family, especially the role of parents. Kim [1], Park [2], and Yoon [3] discussed personal factors related to parental involvement and showed that parenting styles or personal trends, such as parental support, can influence academic achievement. In addition, Park and Hyeon [4] examined the relationship of parents with academic achievement using self-efficacy as a variable. The results of these studies have shown that parental support for their children’s careers improves children’s academic success and achievement.

However, close relationships with children may not always or necessarily have a positive impact on their academic success and achievement. It has been argued that too much intervention can have a negative impact on academic achievement [5]. Further research is needed to clarify this question. Although one study [6] examined the correlation between academic achievement and self-concept development, this study was limited because it was conducted among high school students in one region of South Korea (hereafter Korea). Therefore, the current study attempted to improve the generalizability of its findings by using country-level data on the Korean Child and Youth Panel data for analysis.

Since previous studies have shown that resilience, perseverance, economic environment and parental support influence children’s academic performance, this study examined aspects of both their learning environment and their personality. This research focuses in particular on students’ self-esteem and parents’ parenting style. In other words, academic achievement may vary depending on the relationship between parenting style and students’ self-esteem [7, 8].

Therefore, the purpose of this study is to determine the effects of parenting style, self-esteem, and academic involvement on academic achievement as perceived by middle school students using data obtained from the Korean Child and Youth Panel Survey (KCYPS). He also tried to find out more precisely how certain variables affect academic achievement.

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Therefore, the authors suggest positive parental attitudes and high self-esteem as a condition for improving academic achievement, which reduces the tendency of leaders to leave. Based on the above study, the following hypothesis was proposed to clarify the influence of the environment​​​​​​​​ and the mind on academic achievement.

A positive parenting style perceived by high school students will be related to academic achievement, self-esteem and academic engagement.

Self-esteem and academic engagement among high school students will mediate the relationship between positive parenting styles and academic achievement.

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Because family homes are usually where people begin their lives and develop their first human relationships, such places provide the basis for the development of character and personality. In particular, the relationship between parents and children is the most important factor in adolescent development and maturity. However, there are differences between the definitions of parenting relationships in different studies. The attitude of the parents is defined as the general attitude and behavior of the parents towards the child (Kim and Jang, 2016) [9] The attitude of the parents is very important because the standards of morality and behavior of the parents are expressed in their communication with their children. children apply standards to their own development [2]. In particular, parents or teachers who guide students to school are interested in the relationship between parenting styles and academic achievement as a major concern for students and children. Parenting styles are strong predictors of academic achievement in previous studies [2, 7, 10], but the relationship between academic achievement and positive parenting styles in the Korean educational environment and culture is still controversial [5, 6]. Therefore, it is necessary to investigate the relationship between parenting styles and academic achievement using survey data aimed at all high school students, rather than specific cases through qualitative research. Although the interrelationship of specific factors has been investigated, the interrelationship of academic achievement, self-esteem, interest in learning, and academic achievement is not yet fully understood.

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Park (1996) first theorized parental relationships and classified them into two dimensions: (a) acceptance or rejection and (b) dominance or submission. Reference [11] also classified parental attitudes into two dimensions: (a) attachment or hostility and (b) independence or control. According to Schaefer, attachment refers to parents’ positive evaluation of their children, emotional expression, and relationships; hostility refers to attitudes of neglect or rejection; independence refers to acceptability; and control refers to anxiety, defensiveness, coercion, desire to achieve, and interest in health [2]. References [12, 13] argue that the sub-factors of the parental relationship include commitment, authoritarianism, democracy, equity, and neglect, and that parental relationships are divided into three dimensions in references [14, 15]: (a) warmth . and hostility, (b) restraint and tolerance, and (c) overprotection and neglect.

Heo (2012) [16], parenting not only determines the quality of the parent-child relationship, but also has a significant impact on the child’s psychological characteristics, which affects the child’s intellectual development. These results are confirmed by reference [17]. Reference [18] in a long-term study on the influence of family environment and parent-child relationships on children’s academic success reported a significant relationship between academic performance and school adjustment. Specifically, they found that the more rejection children felt from their parents, the lower their levels of academic achievement and school adjustment. Epstein and Radin claimed that children from families where the father’s parenting style was democratic and close were more positive in terms of academic achievement and adjustment at school, while children whose fathers frequently punished or restricted them responded more negative with school life and the motivation to succeed was reduced. . These studies have shown that positive parental attitudes are closely related to and influence all aspects of children’s academic performance, cognitive and emotional behavior, and adjustment to school life. Therefore, empirical research could be useful to further elucidate the exact consequences involved.

2.2. The mediating role of self-esteem and academic engagement in the relationship between positive parenting styles and academic achievement

No matter how motivated students are to participate in learning, they tend to continue to participate selectively based on their academic engagement [3]. Therefore, academic participation is an important component of successful school life [19] and consistency in learning participation [20]. Self-esteem has also been used as a concept to assess a person’s perception of their own worth, and reference [21] defines self-esteem as

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