Influence of parenting styles on academic self-efficacy of students in Adventist high schools in Mountain Provinces mission

Abstract

Academic self-efficacy refers to people’s belief in their ability to succeed in academic endeavors. Despite its importance for student development, research on academic self-efficacy among students in the Philippines, especially in Adventist schools, is limited. This study aimed to investigate the relationship between various parenting styles—authoritative, authoritarian, permissive, and neglectful (uninvolved)—and academic self-efficacy. This includes elements such as perceived control, competence, persistence, and self-regulated learning among students in Adventist High Schools within the Mountain Provinces Mission. The research used a quantitative, descriptive-correlational design, surveying 380 students from all high school institutions under MPM jurisdiction. The participants primarily ranged in age from 12 to 18 and displayed a relatively balanced gender distribution. The survey employed validated instruments, including a parenting-style questionnaire and an academic self-efficacy scale, to assess students’ confidence in their academic abilities. Findings revealed that authoritative parenting was the most prevalent and effective style. Parenting styles directly impact students’ mindsets and significantly shape their self-perception. The study recommends implementing parent education programs, enhancing guidance and counseling services, improving the curriculum, and strengthening home-school partnerships to further boost students’ academic self-efficacy.