THE RELATIONSHIP BETWEEN PARENTING STYLE, SELF-REGULATED LEARNING AND ACADEMIC ACHEIVEMENT: THE CASE OF SECONDARY SCHOOL STUDENTS IN KUTCHA WOREDA

Abstract

The purpose of this study was to examine the relationship between parenting style, self-regulated learning and academic achievement in selected secondary schools of Kutcha Woreda. Descriptive survey design with mixed method was used for this study. Simple random sampling technique was used for selection of 328 students from the total population of 1824 students. Data were collected using self-reported questionnaire for parenting style and self-regulated learning sub-scales; interview to assess parents’ perception about parenting style and students’ scores to identify their academic achievement. Pearson’s correlation coefficient and multiple regression were used for quantitative analysis and thematic approach was used for qualitative analysis. Results revealed that authoritative and authoritarian parenting style had statistically significant positive relationship with student’s academic achievement (r=.418, P<0.05 and r=.212, P<0.05, N=290, respectively). Apparently, statistically significant negative relationship was found between neglectful parenting style and academic achievement (r= -.198, P<0.05, N=290). Besides, there is statistically significant positive correlation between intrinsic motivation and academic achievement (r=.494, P<0.05, N=290), resource management and academic achievement (r=.353, p<0.05, N=290). Multiple regression analysis indicated that parenting style and self-regulated learning as predictors account 44.1% of the variance in combination. Authoritative parenting style was the most determinant predictor of academic achievement. It was concluded that students whose parents are authoritative and students who intrinsically motivated are better in academic achievement. Finally, it is recommended that, schools and Woreda education offices should develop programs that encourage parents on use of authoritative parenting styles and motivate students to be best achiever.