Influence of Authoritative and Permissive Parenting Styles on Students’ Academic Performance in Social Studies in Junior Secondary Schools in Bayelsa State, Nigeria
Abstract
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