Perceived Parenting Styles, Aggression, And Academic Performance Among University Students

Abstract

This study explores the relationships between perceived parenting styles, aggression, and academic performance among university students, identifying predictors of academic performance. A sample of undergraduate students was recruited using purposive sampling. Data were collected through demographic information sheet, perceived parenting style scale, aggression questionnaire, and academic performance measurement. Significant correlations were found between authoritarian, permissive, and anger/hostility traits. Authoritative parenting showed moderate correlations with general and physical aggression but a weaker correlation with academic performance. Authoritarian parenting was strongly linked to physical and verbal aggression but weakly to academic performance. Permissive parenting was strongly associated with verbal aggression. Aggression was moderately linked to anger/hostility but less with academic performance. Regression analyses indicated that authoritative parenting positively impacts academic performance and reduces aggression, while authoritarian and permissive styles are linked to higher aggression and lower academic achievement. The study's implications were discussed in the cultural context of Pakistan.