2025· Proceedings of the 1st International Conference on Interdisciplinary Research in Science, Engineering, and Technology· pp. 288-292· 0 citations· 10 references
Abstract
: The study seeks to determine the psychological and social issues which affect both bullying offenders and their targets at St. Paul University Philippines (SPUP) while creating an effective solution to stop all current and upcoming bullying incidents. The study examines how students view their parents' parenting methods which lead to different attachment patterns among students. The academic research was conducted through a descriptive research design which took place at SPUP Junior High School during the 2016 to 2017 academic period. The research team used validated surveys which included the Scale of Parenting Style Questionnaire and the Attachment Style Classification Questionnaire to collect data from students who had experienced bullying together with their parents and teachers. The majority of fathers (77.1%) and mothers (75.0%) in the study group used an authoritative parenting style which combines high parental responsiveness with strong parental control according to descriptive statistics. The study found that 68.8% of participants developed secure attachment while 17.7% showed anxious and 13.5% of participants established avoidant attachment patterns. The research discovered that secure attachment development and reduced bullying participation link to authoritative parenting methods but insecure attachments and higher bullying activity result from authoritarian and permissive and neglectful parenting techniques. The study findings lead to multiple recommendations which include parenting education programs and parent support services and school-based intervention programs and community support systems development as essential elements to establish secure attachments which will decrease bullying events at SPUP.
Stress among adolescents is a mental health problem that can be influenced by parenting style, academic burden, and bullying behavior. Adolescents who are unable to manage academic and social pressure properly are at risk of experiencing stress, which can affect their psychological condition and learning process at school. This study aimed to determine the relationship between parenting style, academic burden, and bullying behavior with the incidence of stress among students at SMP Negeri 1 Kedungwuni. This quantitative study used a cross-sectional design involving 177 eighth-grade students selected through proportional random sampling, using structured questionnaires, and analyzed using the Chi-Square test and logistic regression. The results showed that most respondents had a democratic parenting style (83.6%), low academic burden (50.9%), low bullying behavior (56.4%), and did not experience stress (72.9%). The bivariate analysis showed significant relationships between parenting style (p=0.000), academic burden (p=0.007), and bullying behavior (p=0.015) with stress. Multivariate analysis showed that authoritarian parenting was the most dominant factor associated with stress (OR=24.184; p=0.000). Schools, parents, and students need to jointly strengthen stress-prevention efforts through supportive parenting, better management of academic load, and prevention of bullying behavior in the school environment.
This study examined the influence of authoritative and permissive parenting styles on the
academic performance of Social Studies students in junior secondary schools in Bayelsa State,
Nigeria. The study adopted a correlational survey design to determine how parenting
behaviours relate to students’ learning outcomes. Two research questions guided the study,
focusing on the extent to which authoritative and permissive parenting styles influence
students’ academic achievement. A stratified random sample of 414 JSS2 students was drawn
from selected schools in Yenagoa and Southern Ijaw Local Government Areas. Data were
collected using a validated Parenting Style Questionnaire (PSQ) and students’ academic
records in Social Studies. Descriptive and inferential statistics (Pearson correlation and
regression) were employed for data analysis. Findings revealed a significant positive influence
of the authoritative parenting style on students’ academic performance, while the permissive
parenting style showed a weak and negative influence. The study concludes that warmth,
structure, and parental involvement foster higher academic outcomes, whereas excessive
leniency tends to hinder learning discipline. It is recommended that parents adopt a balanced,
responsive, and structured parenting approach to enhance students’ educational achievement
Olukayode Segun Daodu· INTERNATIONAL JOURNAL OF SOC...· 0 citations
Purpose: This study examined parenting patterns among factory-worker parents and their influence on the personality development of elementary school students at SDN 4 Bakalan, Jepara Regency, using a behaviourist perspective.
Methodology: A qualitative case study was conducted with 17 students of factory workers. Data were collected through interviews, observations, and documentation, and analysed using data reduction, display, and conclusion drawing with triangulation for validity.
Results: Three parenting styles were identified: permissive (41.2%), democratic (35.3%), and authoritarian (23.5%). Permissive parenting was most common due to parents’ work demands. Democratic parenting supported positive traits such as independence and responsibility, while authoritarian parenting encouraged discipline but also fearfulness. Permissive parenting was linked to low self-control and weak responsibility. Parenting effectiveness was influenced by education, income, family support, and limited parent–child interaction.
Novelty and Contribution: The study provides context-specific evidence on factory-worker parenting in relation to child personality development, linking behaviourist theory with occupational constraints in a developing setting.
Practical and Social Implications: The study highlights the need for supportive interventions that help working parents maintain effective, balanced parenting practices to promote healthy child development. The study also emphasises the social impact of industrial work on family life and the importance of community and workplace support for working parents.
N. Fitriyah, Edris Zamroni, WS. Rondli,· Elicit Journal of Education...· 0 citations
Background: Behavioral issues, including bullying, often arise during early childhood. Mothers play a critical role in shaping their children’s psychological and social development. This study aimed to evaluate the impact of behavioral parent training (BPT) on improving the parenting sense of competence among mothers of school-aged boys who engage in bullying. Methods: This quantitative, quasi-experimental pre-test/post-test design with a control group and a three-month follow-up. The study population included mothers of bullying boys aged 10–12 who attended Razi Psychological Services Clinic, affiliated with the Department of Education in Karaj, Alborz Province, Iran in 2024. The study participants were selected through convenience sampling technique. A total of 30 mothers were randomly allocated to intervention and control groups using the permuted block method. The intervention group participated in an eight-week BPT program, with one-hour sessions held weekly, whereas the control group did not receive any intervention during the study period. Data were collected using the Parenting Sense of Competence Scale (PSCS) and analyzed with repeated measures ANOVA and Bonferroni post-hoc tests in SPSS version 26. Results: The analysis revealed significant differences in parenting competence between the intervention and control groups at both the post-test and follow-up stages, favoring the intervention group. Specifically, mothers in the intervention group showed improved parenting competence scores (pre-test: 2.40±2.58; post-test: 3±2.96) compared with the control group (pre-test: 2.80±1.14; post-test: 2.66±1.44). Additionally, significant differences were observed across the pre-test, post-test, and follow-up phases (P=0.02). Conclusions: The findings suggested that BPT effectively enhances mothers’ sense of parenting competence, fostering positive changes in parenting behaviors and approaches.
M. Hassani, Anahita Khodabakhshi-koolaee, Asghar Jafary· International Journal of Sch...· 0 citations
The impact of parenting goes well beyond the personality of a child; it is often seen impacting their learning process, coping mechanisms, and academic performance. This paper investigates the link between parenting styles and the academic achievement of students studying in secondary schools of Biswanath District in Assam. Descriptive survey methodology was employed. Data were collected from a sample of 240 students from six (three private and three government) ASSEB-affiliated secondary schools. Four types of parenting styles, namely, authoritative, authoritarian, permissive, and uninvolved, were assessed using the Parenting Style Scale (PSS) developed by Gupta and Mehtani (2017). The students' academic achievement was measured based on their HSLC exam scores. It has been found that an authoritative parenting style was positively correlated with achievement; however, permissive and uninvolved styles were significant negative predictors. Moreover, the type of school management has also been found to play an important role in predicting the achievement level of students, where students studying in private schools performed better compared to students studying in government schools. Achievement did not differ significantly in the case of the gender of the students.
Klirdap Taropi, Mamoni Boruah· International Journal For Mu...· 0 citations
This study examined of parenting styles and their influence on children’s academic success in Uyole Ward, Mbeya, Tanzania, addressing two objectives: identifying the types of parenting styles frequently applied by parents in Uyole Ward and assessing the impact of these parenting styles on children’s academic success in the same setting. A qualitative approach guided by a phenomenological design was employed, using semi-structured interviews and focus group discussions (FGDs) to collect data from 12 parents, 8 teachers and 10 students selected through purposive sampling. Data were analysed thematically following Braun and Clarke’s six-step approach, with findings presented through verbatim participant quotations. The findings revealed that all four parenting styles identified by Baumrind authoritative, authoritarian, permissive and neglectful were practised in Uyole Ward, with authoritative parenting being the most prevalent and the most consistently linked to positive academic outcomes, including higher motivation, stronger self-discipline and greater classroom engagement. In contrast, authoritarian, permissive and neglectful parenting were associated with academic difficulties such as examination anxiety, poor self-regulation and progressive disengagement from schoolwork, with neglectful parenting often rooted in structural pressures such as poverty and parental workload rather than indifference. The physical home study environment also emerged as an important factor shaping whether supportive parenting translated into academic benefit. The study concludes that parenting styles significantly determine children’s academic success in Uyole and recommends that schools, community organisations and policymakers invest in practical, Kiswahili-language parenting education that builds evidence-based skills while addressing the structural barriers constraining effective parenting in this peri-urban Tanzanian community.
Ramadhani Masoud· Social Science and Human Res...· 0 citations