THE INFLUENCE OF PARENTING STYLE AND ETHNICITY ON ACADEMIC SELF-EFFICACY AND ACADEMIC PERFORMANCE

←← THE INFLUENCE OF PARENTING STYLE AND ETHNICITY ← ON ACADEMIC SELF-EFFICACY AND ACADEMIC ← ← PERFORMANCE ← ← ← ← A Senior Honors Thesis by ← MEGAN CHANDLLER ← Submitted to the Office of Honors Programs & Academic Scholarships ← University Texas A&M In partial fulfillment of the requirements of the UNIVERSITY UNDERGRADUATE RESEARCH FELLOWS April 2006 Major: Psychology ← THE INFLUENCE OF PARENTING STYLE AND ETHNICITY ← ON ACADEMIC SELF-EFFICACY AND ACADEMIC PERFORMANCE A Senior Honors Thesis by MEGAN CHANDLER Submitted to the Office of Honors Programs & Academic Scholarships Texas A&M University In partial fulfillment for the designation of UNIVERSITY UNDERGRADUATE RESEARCH FELLOWS Approved as to style and content by: Robert W Heffer (Fellows Advisor) Edward A Funkhouser (Executive Director) April 2006 Major: Psychology iii ABSTRACT The influence of parenting style and ethnicity on academic self-efficacy and academic performance (April 2006) Megan Chandler Department of Psychology Texas A&M University Fellows Advisor: Robert W Heffer PhD Department of Psychology Baumrind (1971) developed one of the two major traditions of Parental Acceptance/ Rejection Theory, in which she categorizes parenting styles into authoritarian, authoritative, and permissive categories Research indicates that culture, ethnicity and socioeconomic status influence a family’s tendency toward a particular parenting style This study investigated how different parenting styles experienced, as reported by university students, relate to students’ academic self-efficacy We hypothesized that student-report of an authoritative parenting style would be associated with self-report of higher academic self-efficacy and relatively higher academic performance Unlike previous studies assessing the relations between parenting style and academic self- iv efficacy, which have used samples of children and adolescents, this sample consisted of university students in developmental transition in independent living In addition, we explored the extent to which ethnicity and family variables would be related to studentreported parenting style, achievement, and self-efficacy We sampled students (n=264) enrolled in introduction to psychology courses at Texas A&M University Participants received course grade credit for their participation Students’ typically were older adolescents/young adults (M=19.27 years, SD=1.52) and most were in their first and second year of college (M=1.63 year) All participants completed a packet of questionnaires in counterbalanced order A Demographic Questionnaire was used to gather data on gender, age, ethnicity, year in college, study skills habits, GPA, and family description The Parental Authority Questionnaire was used to measure Baumrind’s parental prototypes as reported to have been experienced by the students The Self Efficacy and Study Skills Questionnaire was used to obtain self-report of academic selfefficacy Analyses indicated that academic self-efficacy was significantly positively correlated with GPA Also, as hypothesized, academic self-efficacy was significantly positively correlated with authoritative parenting style Based on regression analyses, authoritative parenting style and academic self-efficacy were significant predictors of v academic performance, after controlling for gender In an increasingly complex and rapidly changing world, college academic success is an important aspect of human development Identifying and understanding family background variables that contribute positively to college achievement and academic self-efficacy yield suggestions for navigating the crucial transition from adolescence to young adulthood vi ACKNOWLEDGMENTS This study was part of a larger research project conducted by clinical psychology graduate student, Earl Turner, and his faculty advisor, Robert Heffer, Ph.D which is studying at how differences in parenting styles and ethnicity influence academic motivation It was only through the help and support provided by the TAMU Pediatric/Clinical Child Research Team that I was able to complete my research My research project was also largely enabled by the funding provided Office of Honors Programs and Scholarships I would like to extend my thanks to everyone who encouraged and advised me through this process vii ← TABLE OF CONTENTS Page ABSTRACT………………………………………………………… iii ACKNOLEDGEMENT vi TABLE OF CONTENTS………………………………………… … vii LIST OF TABLES…………………………………………………… ix INTRODUCTION……………………………………………… METHOD……….……………………………… ………………… 10 RESULTS…………………………………………………………… 15 DISCUSSION……………………………………………………… 19 REFERENCES……………………………………………………… 27 APPENDIX A……………………………………………………… 30 Demographic Questionnaire APPENDIX B……………………………………………………… 32 Parental Authority Questionnaire (PAQ) APPENDIX C……………………………………………………… 36 Self-Efficacy and Study Skills Questionnaire (SESS) CURRICULUM VITA…………………………………………….… 39 viii LIST OF TABLES Page TABLE Table Baumrind’s Parenting Styles….……………………… Table Sample Demographic Characteristics…………………… 12 Table Bivariate Correlations Among Study Variables.……… 16 Table Authoritative Parenting Style Scores…… …………… 18 INTRODUCTION In today’s society many self-proclaimed experts profess to know how best to raise children and adolescents Some of these experts have authored a myriad of books and have appeared on numerous television shows devoted to improving parents’ skills and attitudes Throughout the history of the United States, parenting trends have shifted and changed as different models have been popularized and advocated by “experts” and media This vacillation of a common understanding as to what are “good” or “appropriate” parenting methods is intriguing In fact, certain parenting tactics have been empirically shown to impact multiple areas of a child’s life, both while living in the parent’s household and in later developmental periods (Dornbusch, Ritter, Leiderman, Roberts & Fraleigh, 1987; Buri, 1991) In addition to being of interest to the general public, parenting styles of child rearing has captured the attention of many psychologists For example, Baumrind (1971) developed one of the two major traditions of the Parental Acceptance/Rejection Theory She categorized parenting styles into three main categories: authoritative, authoritarian, and permissive (refer to Table for a summary) 27 REFERENCES Bandura, A (1997) Self-efficacy: The exercise of control New York: Freeman Baumrind, D (1966) Effects of authoritative parental control on child behavior Child Development, 37(4), 887-907 Baumrind, D (1971) Current patterns of parental authority Developmental Psychology, 4(1, Pt.2), 1-103 Bradley, R H &Caldwell, B M (1995) Caregiving and the relation of child growth and development : Describing proximal aspects of caregiving systems Developmental Review, 15(1), 38-85 Bradley, R H & Corwyn, R F (2001) Home environment and behavioral development during early adolescence the mediating and moderating roles of self-efficacy beliefs Merrill Palmer Quarterly, 47, 165-187 Bronfenbrenner, U (1986) Ecology of the family as a context for human development: Research perspectives Developmental Psychology, 22(6), 723-742 Buri, J R (1991) Parental authority questionnaire Journal of Personality Assessment, 57(1), 110-119 Chemers, M M., Hu, L & Garcia, B F (2001) Academic self-efficacy and first-year college student performance and adjustment Journal of Educational Psychology, 28 93(1), 55-64 Dornbusch, S.M., Ritter, P.L., Leiderman, P.H., Roberts, D F., Fraleigh, M J (1987) The relation of parenting style to adolescent school performance Child Development 58(5), 1244-1257 Gredler, M., & Garavalia, L S (1997) Self-Efficacy and Study Skills Questionnaire As cited in : Watson, D L., & Tharp, R G (Eds.) (2002) Self-Directed Behavior, 50-52 Hacket, G., Betz, N E (1989) An Exploration of the mathematics selfefficacy/mathematics performance correspondence Journal for Research in Mathematics Education, 20(3), 261-273 Hall, W N & Bracken, B A (1996) Relationship between maternal parenting styles and African American and White adolescents’ interpersonal relationships School Psychology International, 17, 253-267 Hill, N E (1995) The relationship between family environment and parenting style: A preliminary study of African American families Journal of Black Psychology, 21(4), 408-423 Ingoldby, B., Schvaneveldt, B., Supple, A & Bush, K (2003) The relationship between parenting and behaviors and adolescent achievement and self-efficacy in Chile 29 and Ecuador Marriage and Family Review, 35(3), 139-159 Jackson, J W (2002) Enhancing self-efficacy and learning performance The Journal of Experimental Education, 70(3), 243-254 Pajares, F (1996) Self-efficacy in academic settings Review of Educational Research, 66, 543-578 Robbins, S B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A (2004) Do psychosocial and study skill factors predicts college outcomes? A meta-analysis Psychological Bulletin, 130(2), 261-288 Varela, R E., Vernberg, E M., Sanchez-Sosa, J J., Riveros, A., Mitchell, M., & Mashunkashey, J (2004) Parenting style of Mexican, Mexican American, and Caucasian-Non-Hispanic families: Social context and cultural influences Journal of Family Psychology, 18(4), 651-657 30 Appendix A 31 32 Appendix B 33 34 35 36 Appendix C 37 38 39 Megan M Chandler megalb2@tamu.edu HOME ADDRESS LOCAL ADDRESS 3403 Mesa Drive Flower Mound, TX 75022 800 Val Verde College Station, TX 77845 214.587.6538 214.587.6538 EDUCATION The University of Akron, Akron, OH M.A / Ph.D Program: Industrial/Organizational Psychology… Starting July 2006 Texas A&M University, College Station, TX Bachelor of Science: Psychology, Magna Cum Laude Expected May 2006 Four-Year Participant in the academic merit University Honors Program GPA: 3.916 in major (psychology), 3.738 cumulative, 3.891 last 60 hours University Undergraduate Research Fellow 2005-2006 This research experience, culminating in a senior honors thesis, is the most prestigious independent study opportunity available to undergraduates at Texas A&M University Honors Thesis: The Influence of Parenting Style and Ethnicity on Students Academic Self-efficacy and Performance RESEARCH EXPERIENCE University Undergraduate Research Fellow .2005-2006 Advisor: Robert Heffer, Ph.D  Collected data from over 250 study participants  Entered and analyzed data using Statistical Package for the Social Sciences (SPSS)  Presented material to audiences of a wide knowledge base  Met weekly with faculty/graduate student research group 40 Research Assistant Fall 2004 Advisor: Tobyn Kyte, M.S (Charles Samuelson, Ph.D., Faculty Mentor)  Studied how goals influence creativity and productivity  Developed set of practice ratings for the study  Performed data entry for the study Research Assistant Spring 2005 Advisor: Robert Heffer, Ph.D  Performed data entry for study of how ethnicity influences academic motivation; and attitudes toward children with chronic illness  Collected data for study of how ethnicity influences academic motivation ORGANIZATIONS Underwood Hall Counsel 2002-2004 Public Relations Director (2002-2003) RHA Delegate (2003-2004) Residence Hall Association 2002-2004  RHA Delegate (2003-2004)  Programs Committee (2003-2004)   LANGUAGES English Proficient in reading, writing, and speaking English as a primary language Spanish Proficient in reading, writing, and speaking Spanish as a secondary language 41 EMPLOYMENT Training and Exercising Horses .2002-2005 Twelve Stone Farms HONORS AND AWARDS TAMU Dean’s Honor Role     Fall 2002 Spring 2004 Fall 2004 Fall 2005 TAMU Anonymous $500 per Semester Scholarship 2003-2005 Distinguished Student (GPA: 3.5-3.75)   Fall 2003 Spring 2005 Golden Key International Honors Society 2004-2006 National Society of Collegiate Scholars .2004-2006 The National Dean’s List 2004 Barnes and Noble Book Scholarship 2004-2005 TAMU University Honors May 2006 TAMU Foundation Honors May 2006 TAMU College of Liberal Arts Honors .May 2006 ...← THE INFLUENCE OF PARENTING STYLE AND ETHNICITY ← ON ACADEMIC SELF-EFFICACY AND ACADEMIC PERFORMANCE A Senior Honors Thesis by MEGAN CHANDLER Submitted to the Office of Honors Programs & Academic. .. DISCUSSION The results support the hypotheses of this study and the results of previous research that parenting style does influence the academic self-efficacy and academic performance of parents’ offspring... Correlational Analyses and Ethnicity Comparisons As shown in Table 3, Pearson correlations were conducted to determine relations among parenting style, academic self-efficacy, and academic performance