PARENTING STYLES, SELF-ESTEEM AND ACADEMIC
ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN ABA
EDUCATION ZONE OF ABIA STATE
BY
OKORO, UZUNMA CHRISTIE
MOUAU/PG/MED/13/3467
(B.ED./G&C/RELIGION, ABSU, UTURU)
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL,
MICHAEL OKPARA UNIVERSITY OF AGRICULTURE, UMUDIKE,
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF MASTER OF EDUCATION DEGREE IN EDUCATIONAL
PSYCHOLOGY IN THE DEPARTMENT OF PSYCHOLOGY AND
COUNSELLING.
SEPTEMBER, 2018
1
DECLARATION
This Thesis is the original work approved and supervised by the supervisory committee
and carried out by me OKORO, UZUNMA CHRISTIE, MOUAU/PG/M ED/13/3467 in
partial fulfillment of the requirements for the award of the Master of Education degree in
Educational Psychology in the Department of Psychology and Counselling.
Name of student: OKORO, UZUNMA CHRISTIE
Signature:…………………… Date:…………………………..…..
Reg. No.: MOUAU/PG/M ED/13/3467
2
Certification
We certify that this Thesis titled PARENTING STYLES, SELF-ESTEEM AND
ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN ABA
EDUCATION ZONE OF ABIA STATE.
Written by: OKORO, UZUNMA CHRISTIE
Has been found acceptable for examination.
Dr. Osorochi P. Obi
Supervisor
Signature……........………………....... Date:……………………..…
Dr. R.N. Uzoka
Signature…………………………..….…Date:……………………
Head of Department
Internal Examiner: ……………………….…Signature……...............Date:……………
3
DEDICATION
This work is dedicated to my late mother, Lolo Charity Okoro.
4
ACKNWLEDGEMENTS
The researcher uses this opportunity to appreciate first and foremost my heavenly
Father for the enablement and privilege to run this programme.
I am thanking my
hardworking, unassuming and ever-ready-to help supervisor Dr. Osorochi P. Obi for all her
painstaking corrections and suggestions. My gratitude also goes to the Head of Department of
Psychology and Counselling Dr. R. N. Uzoka and all the lecturers in the Department such as
late Dr. S.I. Woko, Dr. Ejike Uroko, Dr. Ojukwu and others for their teaching skills.
I cannot forget my Daddy Chief Okoro Ukariwe and my siblings, Paul, Onyinyechi,
Martha, Ojukwu, Akachukwu and UK for their encouragement, you people are great.
I am using this medium to appreciate my Director Mr. Okwuonu Patrick of St. Patrick’s
Model Secondary School Aba, and my colleagues
like Mr. Eke Answer, Mr. Linus
Anyanwu, Mrs Chidinma Emmanuel and others for their support and encouragement.
My appreciation also go to my lover and husband Chief Godson O. Baaba for his
encouragement in all ramification. I am also grateful to my children Kingsley, Harrieth,
Kelechi and little boy Chukwuemeka for their support throughout this period of my study.
I also appreciate my course mates Mr. Chukwu Dickson S., Chief Mrs. Egbujor S.,
Rev. Abel A. and others for their useful contributions during this period.
God bless you all.
5
TABLE OF CONTENTS
TITLE
PAGE
TITLE PAGE
I
DECLARATION
II
CERTIFICATION
III
DEDICATION
IV
ACKNOWLEDGMENTS
V
TABLE OF CONTENTS
LIST OF TABLES
ABSTRACT
VIII
CHAPTER 1: INTRODUCTION
1
1.1
Background to the Study
1
1.2
Statement of the Problem
8
1.3
Purpose of the Study
9
1.4
Significance of the Study
9
1.5
Research Questions
10
1.6
Hypotheses
11
1.7
Scope of the Study
12
CHAPTER 2: REVIEW OF RELATED LITERATURE
13
2.1
13
Conceptual Framework
2.1.1. Concept of Parenting Styles
13
2.1.2 Concept of Self-esteem
18
2.1.3 Concept of Academic Achievement
20
2.1.4 The Relationship Among Parenting Styles, Self-esteems and Academic
21
Achievement.
6
2.2
Theoretical Framework
23
2.3
Review of Empirical Studies
26
2.4
Summary of Literature Review
33
CHAPTER 3: RESEARCH METHOD
35
3.1
Design of the Study
35
3.2
Area of the Study
35
3.3
Population of the Study
36
3.4
Sample and Sampling Technique
36
3.5
Instrument for Data Collection
37
3.6
Validation of the Instrument
38
3.7
Reliability of the Instruments
38
3.8
Method of Data Collection
39
3.9
Method of Data Analysis
39
CHAPTER 4: RESULTS AND DISCUSSION
40
4.1
Result Presentation
40
4.2
Discussion of Findings
48
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 53
5.1
Summary
53
5.2
Conclusion
54
5.3
Educational Implications of the Study
55
5.4
Recommendations
55
5.5
Limitations of the study
56
5.6
Suggestions for further Studies
56
References
57
Appendices
66
7
LIST OF TABLES
TABLE 4.1:
Percentage of parenting styles of the students
TABLE 4.2:
Level of Self-Esteem of students in Aba Education Zone, Abia
40
State.
41
TABLE 4.3:
Mean score of Academic Achievement by Parenting Styles of Students
41
TABLE 4.4:
Pearson’s Product Moment Correlation Coefficient of
Correlationship between Authoritative Parenting Style and
students’ Self-Esteem
TABLE 4.5:
42
Pearson’s Product Moment Correlation Coefficient of
Correlationship between Authoritarian Parenting Style and
students’ Self-Esteem
TABLE 4.6:
43
Pearson’s Product Moment Correlation Coefficient of
Correlationship between Permissive Parenting Style and
students’ Self-Esteem
TABLE 4.7:
44
Pearson’s Product Moment Correlation Coefficient of
Correlationship between Neglectful Parenting Style and
students’ Self-Esteem
TABLE 4.8:
44
Pearson’s Product Moment Correlation Coefficient of
Correlationship between Autoritative Parenting Style and
academic achievements students Aba Education Zone
TABLE 4.9:
45
Pearson’s Product Moment Correlation Coefficient of
Correlationship between Authoritarian Parenting Style and
academic achievements students Aba Education Zone
TABLE 4.10:
46
Pearson’s Product Moment Correlation Coefficient of
Correlationship between Permissive Parenting Style and academic
achievements students Aba Education Zone
TABLE 4.11:
47
Pearson’s Product Moment Correlation Coefficient of Correlationship
between Neglectful Parenting Style and academic achievements students
Aba Education Zone
48
8
Abstract
This study sought to examine the relationship of different parenting styles (authoritative,
authoritarian, permissive and neglectful) on the students’ self esteem and academic
achievement. The design of this study was correlation.The area of the study was Aba
education zone of Abia State. Using proportionate random sampling technique, 400
students were sampled for the study. Data were collected using the “Students’Perception
of Parenting Styles” (SPPS)questionnaire and “Students’ Self-esteem Scale” (SSES).
The students’ 2015/2016 term results were used to determine the students’ academic
achievement. Three research questions and eight hypotheses guided the study. The first
four hypotheses sought to measure the relationship between the different parenting styles
(authoritative, authoritarian, permissive and neglectful) and self-esteem,whilethe last
four hypotheses sought to measure the relationship between the different parenting styles
and academic achievement. Percentage, Mean and standard deviation were used to test
the research questions while and Pearson’s Product Moment Correlation coefficient was
used to analyze hypotheses. The result showed that majority of the students surveyed
reported experiencing authoritative parenting styles (34.2%). 25.5% experienced
authoritarian, 22.5% experienced permissivewhile 17.8% experienced neglectful
parenting styles.The result also shows that authoritative parenting style is the
predominant parenting style in Aba Education zone of Abia State. Permissive parenting
style has the highest level of self-esteem of students in the study area, while
Authoritative parenting style has the highest level of academic achievement. The study
also showed significant relationship between parenting styles and students self-esteem
and academic achievement of students. Authoritative parenting style was found to be
related to high academic performance.The magnitude of the relationship between
parenting styles and academic achievement of students was weak, though positive. The
findings of the study provided support to the assertion that parenting styles were
positively related to self-esteem and academic achievement of students. The study
concluded that parenting styles are positively correlated with self-esteem and academic
achievements of students. It was, therefore, recommended that authoritative parenting
style should be used situationally with permissive parenting styles in homes.Consistently
utilizing these parenting styles might lead to positive developmental outcomes including
high self-esteem and high academic achievement among students. Study recommended
creation of awareness among parents on the impact of their style of parenting on their
children’s development.Among the limitations of the study was the small sample size
used. There is need to replicate this study using the Junior Secondary School Students
and primary school pupils.
9
CHAPTER 1
INTRODUCTION
1.1
Background to the Study
Poor academic achievement of students in Nigeria has been a source of concern to
government, educators and parents. Parents and governments are concerned that their huge
investment in education is not yielding the desired dividend. The importance of education in
the development of the country cannot be over emphasized. Education is an investment as
well as instrument that can be used to achieve a more rapid economic, social, political,
technological, scientific and cultural development in the country. The role of secondary
education is to lay the foundation for further education, and if good foundation is laid at this
level, there is the likelihood that problems will be reduced at subsequent levels
(FRN,
2013). Regrettably, all over the country, poor academic achievement of students in Nigeria
prevails. (Adebale, 2004).
Achievement could be said to entail accomplishing whatever task or goal one sets for
oneself. Davidson Institute (2004) sees achievement as a measure of quality and quantity of
success one has in the mastery of knowledge, skills or understanding. It is also the
attainment of a standard of excellence (Umeano & Adimora, 2010). Academic achievement
is the extent to which students make success in academic work. O’Donnell, Reeve & Smith
(2009) perceived achievement as the extent of an individual’s knowledge in a given task in
school. O’Donnel et al (2009) further explained that it indicates how well a learner
performed after learning experiences. Academic achievement in the context of this study is
the measure of students’ success in their school work (which is either good or poor).
10
In recent years, the achievement of students in the West African School Certificate
Examination (WASCE) result released by (WAEC) make very grim news (West African
Examination Council Chief Examiner’s Reports for the years, 2009, 2010, 2011,2012, 2013
and 2014). The 2009 WASCE result indicated that only 356, 981 students representing 25.99
percent of 1,373,009 candidates that wrote the examination succeeded in getting the
mandatory minimum of five credits required for admission into the tertiary institutions. In
2010 May/June examination only 23 percent passed against 77 percent that failed in getting
the mandatory minimum of five credits required for admission into the tertiary institutions.
The 2011 May/June West African Secondary School Certificate Examination (WASSCE)
recorded a mass failure as only 472, 906 candidates representing 31 percent of 1,540,250 that
wrote the examination nationwide passed. The poor results are also recorded in May/June
2012 as only 649156 candidates representing 38.8 percent out of 1,672,224 that sat for the
examination obtained credit in five subjects and above including English language and
mathematics. Out of 1,543,683 candidates who sat for the examination in May/June 2013,
only 564,525 representing 36.57 percent passed the examination. May/June 2014 WASSCE
result recorded mass failure in Mathematics and English language. A total of 529,425
candidates representing 31.28 percent obtained credits and above in five subjects including
English language and mathematics, out of 1,692,435 candidates that sat for the examination
(Chief Examiners Report 2014). The analyses of WASSCE results above invariably display
the academic achievement of our secondary school students as poor in their performance.
The blame for poor academic achievement in secondary schools has been apportioned
variously on student factors, school factors, teacher factors and parent factors. The question
remains as to what really is responsible for this situation? Suppose we intend to probe into
11
the student factors, we may look for instance first at how the students feel about themselves
(positively or negatively). This could be termed self-esteem.
Self-esteem is the acceptance or respect for, as well as the confidence and satisfaction
that one has in him/herself as a person. It is based on an internal image one carries around
consciously and subconsciously (Carla, 2006). Carla further asserts that we begin to create
our internal image in early childhood based on our interactions with others and our
environment especially the signals and messages we receive, first from our parents. We also
receive signals and messages from other areas such as our performance in school sports and
how likable our childhood peers and friends make us feel. According to him during this
formative period, if we receive negative signals and messages we may later develop low selfesteem.
As one may either have high, moderate or low self-esteem, high self-esteem may refer
to accurate, justified perceptions of one’s worth as a person and one’s success and
accomplishment. It can also be referred to as an arrogant, grandiose unwarranted sense of
superiority over others. Moderate self esteem is not high nor low.It is just balance based on
one’s sense of judgment. In the same manner, low self-esteem may reflect either an accurate
perception of one’s short coming’s or a distorted, even pathological insecurity and inferiority
(Baumeister, Jennifer, Joachim & Vohs, 2003). In general, though low self-esteem is a
negative view of oneself which has negative effect on the person that is involved, what
Baumeister et al (2003) say is that self-esteem could reflect perceptions that do not always
match reality. A child’s self-esteem might reflect a belief about whether he or she is
intelligent or attractive. That belief might not be necessarily accurate. The inability of an
individual being balanced or not having a realistic image of oneself through understanding
and developing healthy interpersonal relationships with others affect ones self-esteem. This
12
might result in anti-social behaviours and unrealistic attitude toward life and society as well
as poor mental health which could have implications for his or her academic achievement
(Nwachukwu, 1998). Children make self evaluations in many specific domains of their lives
– academic, athletic, appearance and so on. All in all, an individual’s self-esteem is very
important for his or her functioning. For the purpose of this study, the researcher
conceptualizes self-esteem as the way student’s think and feel about themselves in
relationship to how they do things.
The student’s self-esteem-low or high may be due to their parents’ handling during
their childhood. Erickson (1965) opined that identity formation creates tensions in the
adolescents to the extent that some of them become confused about their personality. It is
possible that parents’ assistance and guidance may result in the student’s development of
unwholesome behaviours and can lead to poor academic achievement. The foundation of
what a person becomes in the society is laid in the home. Parents therefore have important
roles to play in ensuring their children acquire the appropriate social, psychological, moral
and intellectual development especially through their parenting styles.
Parenting style is just another name for raising children. It is the active moulding of
character, personality, talents, emotional and physical well-being of the child. (Answer
corporation, 2011). Spera (2005) perceived parenting as the act of training or bringing up
children by parents or parent-substiutes. Uche and Benjamin (2009) perceived parenting
styles as a particular pattern of interaction or relationship that exists between parents and
children which gradually moulds the behaviour of the children. Darling and Steinberg as
cited in Huver, Otten,Vries and Engels (2009) defined parenting style as a universal climate
in which child upbringing behaviour of parents or other primary caregivers evolve. The
13
construct of parenting style by Baumrind (1971) is used to capture normal variations in
parents attempt to control and socialize their children.
Parenting styles have consistently been shown to relate to various outcomes such as
youth psychopathology, behaviour problems and academic achievement. (Erlanger, Megan &
Robert, 2004). Building on this research in the parenting style literature, this work examined
the relationshipamong parenting styles, self-esteem and academic achievement.
Several conceptualization of parenting styles have been delineated.
Most have
focused on quantities and qualities of warmth, responsiveness and control in the parenting
repertoire (Coolahan, McWayne &Fantuzzo, 2002).
In the context of this study, the
researcher captures parenting styles as different relationships that parents establish in training
children which gradually mould dimensions of their children’s lives.
Based on many dimensions of studies, Baumrind (1967) has identified three parenting
styles. Authoritative, Permissive and Authoritarian, while neglectful parenting style was later
added by Maccoby and Martins (1983). Authoritative parenting style is characterized by high
levels of nurturance, involvement, sensitivity reasoning and encouragement of autonomy.
Parents who adopt this style are both demanding of obedience and at the same time
responsive to the needs of their children.
Such parents are assertive but not punitive.
Children of such parents are also believed to be self-reliant, self controlled, cheerful and
friendly, co-operative, purposive and cope well with stress (Baumrind, 1971).
Parents who direct the activities and decisions for their children through reasoning
and discipline would be described as authoritative. Conversely, permissive parenting style is
characterized by making few demands, exhibiting non-controlling behaviours, and using
minimal punishment (Baumrind, 1971) For example parents who do not establish rules and
14
guidelines for their child’s behaviour would be described as possessing permissive parenting
styles.
Baumrind (1971) further asserts that parents who employ the permissive style of
parenting can sometimes be referred to as indulgent parents. This style is applied by parents
who allow their children’s preferences to take priority over the ideals and they rarely require
them to conform to expected standards (Strage & Randt, 1999). Such parents are lax at
enforcing rules and fail to direct behaviour. Children from such parents are believed to be
rebellious, low in self-reliance and self-control, impulsive, aggressive, domineering, aimless
and low in achievement.
Authoritarian parenting style tends to fall at the other end of the continuum. Parents
characterized as authoritarian exhibit highly directive behaviours, high levels of restrictions
and rejection behaviours and power asserting behaviours. These parents tend to have a
philosophy that “it’s my way or the right way”. Such parents are status-oriented and always
expect unquestioned obedience and total compliance to orders or instructions. Children of
such parents are believed to be fearful, apprehensive, unfriendly, vulnerable to stress,
aimless, easily annoyed and passively hostile and also tend to perform moderately well in
school (Baumrind, 1971). In general, an authoritative parenting style emphasizing both
responsiveness and demandingness appear superior in fostering higher academic achievement
(Reitman, Rhode Hupp & Altobello, 2002).
Uninvolved parenting or neglectful parents is characterized by unsupportive nature of
the parents towards their children. Parents who adopt this style, display ambivalent attitude
in the life of their children and may be emotionally detached from them. Children of such
15
parents have been observed to be impulsive and aggressive (Maccoby & Martins, 1983,
Weiten & Lloyd 2003).
Baumrind (1971) has reported on the positive associations between authoritative
parenting style and academic achievement. For example children (ages 4-15) of parents who
were characterized as authoritative were the most motivated, the most competent and the
most achievement-oriented.
Over the past few years, the relationship between parenting
styles and academic achievement has been examined in college students but inconsistent
results have been found. Strage and Brandt (1999) examined the role of parenting styles in
the lives of college students and found that previous parenting behaviors’ continue to be
important in the lives of college students as with children and adolescents.
As these parenting styles adopted by parents are different, the researcher perceives a
possibility that they could differentially affect the children’s self-esteem and even their
academic achievement. It is against this background that the researcher sought to carry out
this investigation.
1.2
STATEMENT OF THE PROBLEM
In recent years, the academic achievement of senior secondary school students as
revealed by statistical analysis of their result at the external examinations such as the Senior
School Certificate and West African School Certificate Examination has been poor (Chief
Examiners Report, 2014). The students’ academic achievement has been so consistently poor
that it has become a national issue. Parents are very worried especially considering their
huge investment in their children’s education. The government is also sad about the ugly
performance. Blames have been apportioned to parents, teachers and students themselves.
Parents who are the care givers of every child are responsible for providing the right training
16
such as assessing the child’s peer group, teaching the children the accepted values and norms
in the society and generally providing the right nurturing.
The manner in which such
training is being provided termed parenting styles might affect the child in many ways and in
many spheres of his or her life. It has also been suggested that the way a student perceives
himself or herself which is termed self-esteem might be affected. The burden of this research
is to find out whether a relationship exists between parenting styles and self-esteem and
academic achievement of these students. Put in question form, what is relationship between
parenting styles and self-esteem and academic achievement of senior secondary school
students in Aba education zone? This underlies the problem of this study.
1.3
PURPOSE OF THE STUDY
The major purpose of this study is to investigate the relationship between parenting
styles and self-esteem and academic achievement of senior secondary school students in Aba
education zone of Abia State. The Specific objectives of this study are to:
i.
ascertain the parenting styles of students in Aba Education zone.
ii.
determine the level of self esteem of students in Aba Education zone by parenting
styles.
iii.
determine the level of academic achievements of students in Aba Education zone by
parenting styles.
iv.
determine if parenting styles correlate with the self-esteem of the students
v.
ascertain if parenting styles correlate with the academic achievement of students in
Aba Education zone of Abia.
17
1.4
SIGNIFICANCE OF THE STUDY
This study, when published and the findings disseminated through seminars,
workshops and conferences, will be of immense benefit to parents, teachers, social workers,
counsellors, students and government. The parents will appreciate how their parenting styles
affect their child’s social, psychological and intellectual development both now and in future.
The parents will be better motivated to trust and treat the children with respect and create a
warm and conducive environment for the overall development of their children. If the
parents benefit from this study then, directly or indirectly, the study becomes of great
significance for students as their parenting styles will positively influence their own selfesteem that is what they feel or think about themselves in relation to their academic
achievement.
The findings will aid the teacher in understanding the background of the child in the
school and enable him/her to know the reasons a student behaves the way she/he does. This
will help the teacher handle the student appropriately.
The school psychologists, social workers and counsellors will be equipped better to
understand students problem with a view to carrying out their job of counselling both
students and their parents more effectively. The findings and recommendations will enable
governmental bodies or agencies in drawing up policies that will take care of all students
from different background who have been exposed to different parenting styles.
This study has theoretical significance as it lends credence to Abraham Maslow’s
hierarchy of Needs which sees self-esteem as a basic human need. It is also significant for
the psychological theory of personality development which basically sees the quality of a
person’s development as a function of how other people have treated that person in the past.
18
This study will also be added to the body of knowledge on parenting styles and their
corresponding influence on self-esteem and academic achievement of adolescents.
1.5
RESEARCH QUESTIONS
The following research questions will guide the conduct of this research, thus:
i.
What is the parenting style of students in Aba Education zone of Abia State?
ii.
What is the level of self-esteem of students in Aba Education Zone of Abia State by
parenting style?
1.6
HYPOTHESES
The following null hypotheses were stated to guide the study which will be tested at 0.05
level of significance.
i.
Ho1: There is no significant correlation between the authoritative parenting style and
self esteem of students in Aba Education zone of Abia State.
ii.
Ho2: There is no significant correlation between the authoritarian parenting style and
self esteem of students in Aba Education zone of Abia State.
iii.
Ho3: There is no significant correlation between the permissive parenting style and
self esteem of students in Aba Education zone of Abia State.
iv.
Ho4: There is no significant correlation between the neglectful parenting style and self
esteem of students in Aba Education zone of Abia State.
v.
Ho5: There is no significant correlation between the authoritative parenting style and
academic achievement of students in Aba Education zone of Abia State.
vi.
Ho6: There is no significant correlation between the authoritarian parenting style and
academic achievement of students in Aba Education zone of Abia State.
19
vii.
Ho7: There is no significant correlation between the permissive parenting style and
academic achievement of students in Aba Education zone of Abia State.
viii.
Ho8: There is no significant correlation between the neglectful parenting style and
academic achievement of students in Aba Education zone of Abia State.
1.7
SCOPE OF THE STUDY
The study is limited to investigating the relationship between parenting styles and
self-esteem and academic achievement of senior secondary school students in Aba Education
zone of Abia State. The parenting styles are categorized under the four primary styles of
parenting by Baumrind (1978) which include authoritative, authoritarian, permissive and
neglectful parenting style by Maccoby and Martins (1983).
The Students’ Perception of Parenting Styles (SPPS) questionnaire was used to
determine students parenting styles. The Students’ Self-Esteem Scale (SSES) was used to
determine the level of self-esteem of the students. The students’ academic achievement was
determined using their annual result in English and Mathematics because they are the two
core subjects every student offers in the Senior Secondary School.
20
CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter reviewed literature related to the present study. The review was organized and
presented under conceptual framework, theoretical framework, empirical studies and
summary of the literature reviewed.
2.1
CONCEPTUAL FRAMEWORK
Conceptual framework dealt with concept of parenting styles, self–esteem, Academic
Achievement and the relationship among parenting styles, self-esteem and academic
achievement.
2.1.1 CONCEPT OF PARENTING STYLES
It is assumed that the primary role of all parents is to influence, teach and control their
children in a way and manner that these children will become what they want to become in
future. Maduawesi (1986) asserts that the early years of a child’s life are critical for learning,
personality development and building the structure of adult life. Nwagwu (1995) posits that
parent-child interaction is very important in early years of a child life when the foundation of
attitude of questioning, curiosity and investigation are first developed before being carried
over
to school years.
The parenting styles adopted by parents and their parent-child
relationship existing in the home are very important for the child’s personality development.
The parental function of nurturance and control can never be over emphasized.
According to Bempechat (1986) the family exerts a profound and lasting influence on
children’s psychological development. Among the different relationships people form over
the course of their life span, the relationship between parent and child is the most important.
21
The quality of the parent-child relationship is affected by the parent’s unique characteristics.
Maccoby and Martin (1983) identified two particular dimensions of parenting styles whether
they were strict (controlling or permissive), gave a great deal of autonomy and whether they
were accepting and responsive or rejecting and unresponsive which are classified as parental
responsiveness and parental demandingness. Parental responsiveness (also referred to as
parental warmth or supportiveness) refers to the extent to which parents intentionally foster
individuality, self-regulation, and self-assertion of being attuned, supportive and acquiescent
to children’s special needs and demands.
Parental demandingness (also referred to as behavioural) refers to the claims parents
make on children to become integrated into the family whole, meet their maturity demands,
supervision, disciplinary efforts and willingness to confront the child who disobeys. Based
upon studies conducted by Baumrind (1967, 1971 and 1978), three parenting styles were
identified, authoritarian, authoritative and permissive. Later Maccoby and Martin (1983)
added neglectful or permissive neglectful making it four styles of parenting.
In the authoritarian parenting style, children are expected to follow the strict rules
established by the parents.
Failure to follow such rules usually results in punishment.
Authoritarian parents fail to explain the reason behind these rules. If asked to explain, the
parent might simply reply “because I said so”. These parents have high demands, but are not
responsive to their children. Baumrind (1971) asserts that these parents are obedience and
status – oriented and expect their orders to be obeyed without explanation. Diss and Buckley
(2005) explained that authoritarian parenting style is distinguished by a highly controlling
punitive style in which parents insist that children follow directives and meet their demands.
Little verbal exchange is allowed. Such parents are highly involved in their children’s lives
22
and restricted their behaviour to ensure that parental demands are met. Also, such children
often lack social competence and exhibit aggressive behaviour.
Parents who adopt authoritative parenting style establish rules and guidelines that
their children are expected to follow.
However, this parenting style is much more
democratic. Such parents are responsive to their children and willing to listen to questions.
When children fail to meet the expectations, these parents are more nurturing and forgiving
rather than punishing. Baumrind (1971) suggests that these parents monitor and impact clear
standards for their children’s conduct. They are assertive, but not intrusive and restrictive.
Their disciplinary methods are supportive rather than punitive. They want their children to
be assertive as well as socially responsible, and self regulated as well as co-operative.
As articulated by Diss and Buckley (2005) authoritative parenting is distinguished by
parents helping their children to attain independence through goal achievement, to think for
themselves and to initiate socially acceptable activities. High demands are placed on the
children to achieve realistic academic and social goals.
Extensive verbal exchange is
encouraged to help the children make rational decisions. Authoritative parents are warm,
nurturing and caring towards their children, demonstrating both love and limits.
Such
parental attitude can affect a child’s self-esteem which in turn might affect his or her
academic achievement.
Parents who adopt the permissive parenting style are sometimes referred as indulgent
parents.
They have very few demands to make of their children. These parents rarely
discipline their children because they have relatively low expectation of maturity and selfcontrol. Baumrind (1971) opined that permissive parents are more responsible than they are
demanding. They are non-traditional and lenient, do not require mature behaviour, allow
23
considerable self-regulation, and avoid confrontation. He further explained that permissive
parents are generally nurturing and communicative with their children, often taking on the
status of a friend more than that of a parent.
Diss and Buckley (2005) perceived parents who adopt the permissive indulgent style
of parenting as showing high levels of involvement in children’s lives with few demands or
controls. Such parents display warmth and nurturing behaviour while allowing their children
a great deal of freedom of behaviour and choices. Such children find it difficult to control
their behaviour. They expect to always get their way and tend to be socially incompetent.
Uninvolved parents or neglectful for or neglectful permissive as the case may be, have few
demands, low responsiveness and little communication. These parents give children lots of
freedom and very little supervision. Their dealings with their children generally lack warmth.
Neglectful Parenting is also called uninvolved, detached dismissive or hands-off. The
parents are low in warmth and control and are generally not involved in the child’s life. A
study done by Maccoby and Martin (1983) analyzed adolescents aged 14-18 in four areas,
psychological development, social achievement, internalized distress and problem behaviour.
They study found that those with neglectful parents scored the lowest on these tests, while
those with authoritative parents scored the highest. Adolescents are the generation that will
lead our country in the future. Various expectations have been placed on them. There is
need to generate data that will lead to their optimal development. The focus of this research
is to investigate if there is a relationship between these identified parenting styles and the
self-esteem and academic performance of students with special reference on those at Aba
education zone of Abia State.
24
2.1.2 CONCEPT OF SELF-ESTEEM
The word esteem comes from the latin word “aestimare” which means “to estimate
or “appraise”.Self-esteem is our positive and negative evaluations of ourselves. In sociology
and psychology, self-esteem reflects a person’s overall subjective emotional evaluation of his
or her own worth. It is a judgment of oneself as well as an attitude toward the self. Selfesteem encompasses belief (for example) I am competent” “I am worthy” and emotions such
as triumph, despair, pride and shame. Smith and Mackie (2007) defined it by saying “the
self-concept is what we think about the self, self-esteem is the positive or negative evaluation
of the self”. Self-esteem is attractive as a social psychological construct because researchers
have conceptualized it as an influential predictor of certain outcomes such as academic
achievement, happiness, satisfaction in marriage and relationships, and criminal behavior.
Self-esteem can apply specifically to a particular dimension (for example I believe I am a
good writer and I feel happy about that) or a global extent (for example “I believe I am a
bad person, and feel bad about myself in general). Heatherton and Polivy (1991) perceived
self-esteem as a state of mind that varies in response to success, failure, changes in fortune,
social interactions and other life experiences whether high or low. According to Cambridge
Advanced Learner’s Dictionary (2007) self-esteem is the belief and confidence in one’s own
ability and values.
Self-esteem is the sense of self-woth that the individual bears and the confidence that he will
be particularly more accepted than rejected and that he is not a failure in life. Hill and Taylor
(2004). Self-esteem is the feeling of self-appreciation and is an indispensable emotion for
people to adopt to society and live their lives. Grusec (2002). Self-esteem is an important
index of human development and achievement.
25
Self-esteem is the match or mismatch between how we see ourselves and how we
want to see ourselves(Tory, 1989). To further buttress this, Tory (1989) asked individuals to
write down on a blank sheet of paper ten traits that describe the kind of person one thinks one
actually is (smart, easy going, sexy, excitable). In the next one they were required to list ten
traits that described the kind of person one thinks one ought to be, the characteristics that
would enable one meet one’s sense of duty, obligation, and responsibility. Then one was to
list traits of the kind of person one would like to be, an ideal that embodies one’s hopes,
wishes and dreams. If one follows these instructions one should have three list, one’s actual
self, one’s ought self and one’s ideal self. Tory’s (1989) research has shown that these lists
can be used to predict our self-esteem and emotional well- being to a reasonable extent.
Development of self-esteem is traced back to the early years of individual. Parenting styles
become critical in the development of self-esteem of children because of the role parents
play at this period. From these, researcher sees self-esteem as the confidence in one’s own
worth or abilities. This study sought to investigate the relationship between parenting style
and self-esteem and academic achievement.
2.1.3 CONCEPT OF ACADEMIC ACHIEVEMENT
Answer co-operation (2011) defined academic achievement as an excellence in all
academic disciplines, in class as well as extracurricular activities. It includes excellence in
sporting behaviours, confidence in communication skills, punctuality, assertiveness, arts,
culture and the like. Academic achievement such as graduating first (1st) in one’s class is
sometimes a purely quantitative matter while having the findings of lengthy comprehensive
research published by a recognized journal is also a notable academic achievement. Being
26
named head/chairman of a particular department at a university is both a professional and an
academic achievement.
Academic achievement has being perceived as something one does or achieves at
school, college or university, in a class, in a laboratory, library or field work. (Grode &
Bishop, 2001). Broussard (2002) perceived academic achievement as the overall academic
achievement of a student in the school. It is assessed by the use of teacher’s ratings, tests and
examination. From these assertions, academic achievement has to do with some measures of
success one is able to attain after learning experiences. Level of ones academic achievement
can be traced to the early experiences one had like parenting style.From Wikipedia, academic
achievement is the outcome of education that is extent to which a student, teacher, or
institution has achieved their educational goals.
Academic achievement is commonly
measured by examinations or continous assessment but there is no general agreement on how
it is best tested or which aspects are most important- procedural knowledge such as skills or
declarative knowledge such as facts.Academic Achievement represents performance
outcomes that indicate the extent to which a person has accomplished specific goals that were
the focus of activities in instructional environment especially in school, college and
university. (Academic Achievement Dictionary Definition, 2014). From the foregoing, it can
be seen that academic achievement represents a performance outcome that shows the extent
to which a student has accomplished specific academic goals of his institutions. This study
seeks to establish the relationship between parenting styles and academic achievement of
students in Aba education zone of Abia state.
27
2.1.4 THE
RELATIONSHIPS
AMONG
PARENTING
STYLES,
SELF-
ESTEEMAND ACADEMIC ACHIEVEMENT.
Research by Belsky (1984) shows that parenting plays significant roles in what
children become as they develop into adulthood. The style adopted in bringing children up
differs according to parents’ culture. The determinant factor in what a child becomes in life
and how a child develops his/her personality is anchored on the style of parenting. Studies
have shown how authoritarian, authoritative and permissive and neglectful parenting styles
could shape the life style of a child in general that is in all endeavour of life, psychological,
emotional, academic, social and other wise.
The way students think, feel and behave sometimes depend on the kind of parenting
style employed by their parents. Parents who adopt authoritarian and permissive parenting
styles are likely to have students that have low self-esteem due to the characteristics of their
parenting style (Baumrind, 1971). In line with the above assertion, it seems that parents
definitely encourage their children to develop such characteristics. The authoritarian parents
who are always strict on their children, for instance usually make them become indecisive
individuals in life as the children are not allowed to say their minds and make choices
regarding the kind of things they would like to do/be as they develop into adolescence.
Several studies have also shown that by the age of five (5), most of the child’s self
concept begins to form and it is the responsibility of parents to nurture a child’s self-esteem
starting from this point. If the foundation of building self-esteem in children is laid at this
stage, children will come up with a healthy self-esteem, (Jeni, Natalie, Roy & Donelson,
2007). Research has also shown that high self-esteem or positive self-esteem facilitates
academic achievements in children (Pullmann & Allik, 2008).
28
Low general self-esteem does not necessarily signal a poor academic achievement.
However, if a child is denied the opportunity to carry out some functions at the time he or she
is ready to try out the self probably because the parents refuse the child’s ability, such a child
may grow up to feel unable to do some things and will start feeling incompetent. This could
also influence his or her thinking such that the child may not equate himself or herself with
other age mates in task accomplishment (in school) (Hills & Taylor, 2004). In line with the
above assertion, a child in school, who gets rejected by his/her peer group due to his/her
parents, may start feeling a lack of sense of belongingness and loneliness. The child may
sometimes even become aggressive. He or she may not concentrate on academic work in
school. Such incidence nurtures the feeling of low self-esteem which in turn could influence
such a child’s academic achievement.
Another study by Marayama, Rub and Kingsbury (1981) has shown that no
significant relationship existed between self-esteem and achievement. Analyzed data was
longitudinal, thereby allowing better specification of inter-relationship between self-esteem
and achievement. Study reveals that self-esteem and achievements were not causally related
to each other.
However, the researcher sees the possibility that parenting styles might
determine self-esteem and academic achievement of children in secondary schools.This
research study seeks to investigate this.
2.2
THEORETICAL FRAMEWORK
Several theoretical backgrounds underpin this study. However, this study will concentrate
on theories related to self-esteem, parenting styles and academic achievement. Abraham
Maslow’s (1987) hierarchy of needs theory comes to mind when considering self-esteem.
Many early theories suggested that self-esteem is a human need. American psychologist
29
Abraham Maslow’s et al (1987) included self-esteem in his hierarchy of human needs. He
described two different forms of “esteem” the need for respect from others in the form of
recognition, success and admiration, and the need for self-respect in the form of self love,
self-confidence skill or aptitude. Respect from others was believed to be more fragile and
easily lost than inner self-esteem.
According to Maslow, without the fulfillment of self-esteem need, individuals will be
driven to seek it and unable to grow and obtain self actualization. Maslow also states that the
healthiest expressions of self-esteem explore the reasons humans are motivated to maintain a
high regard for them.The deduction from this theory is that when secondary school students
have a high regard for themselves, there is likelihood that their self-esteem will be high, and
this could be linked to their readiness for high academic achievement. In other words having
a high self-esteem will lead to good academic achievement. This theory is related to the
present study. Parents provide care and nurturance to their children. The satisfaction of their
basic needs depends on the ability of the parents to provide such basic needs. This may
affect their level of self-esteem.
Sociometry theory (Leary, 1999) maintains that self-esteem evolved to check one’s
level of status and acceptance in ones social group. This theory suggests that self-esteem
monitors the social environment for cues indicating low or declining relational evaluation
(example lack of interest, disapproval, rejection) and warns the individual when such cues are
detected. The theory suggests that people are not motivated to maintain their self-esteem per
se as has been typically assumed but rather seek to increase their relational value and social
acceptance using self-esteem as a gauge of their effectiveness.Using sociometry theory, there
is every deductive reason that when a student has a high level of status and acceptance in his
social group (family) there is the tendency of having a high self-esteem and academic
30
achievement.Self-esteem is important because it shows ourselves how we view the way we
are and the sense of our personal value. Thus, it affects the way we relate to everybody else;
thus, one of the simplest ways that parents affect socialization is by modeling how their child
interacts with others. This is because parents provide their children with the first glimpse of
social behaviour and this will include how the manage conflicts, converse with others and
navigate day-to-day interactions. In this regard, therefore, parenting style plays a decisive
role in determining the level of student’s self-esteem through socialization process.
Rogers (1959) an advocate of humanistic psychology, theorized the origin of many people’s
problems to be that they despise themselves and consider themselves worthless and incapable
of being loved. This is why Rogers believed in the importance of giving unconditional
acceptance to a client and when this was done, it could improve the client’s self-esteem. In
his therapy sessions with clients, he offered positive regard no matter what. Indeed, the
concept of self-esteem is approached since then in humanistic psychology as an inalienable
right for every person, summarized in the following sentence “every human being, with no
exception, for the mere fact to be it, is worthy of unconditional respect of everybody else,
(Jose-Vincente & Se amigo, 1997). According to this theory, every child should be given
unconditional acceptance as this will help to improve the child’s self-esteem and thereby
improving the child’s academic achievement. Parents have a major role to play in this
direction.
Their parenting styles matter a lot in making their children feel accepted
unconditionally. This might affect the development of their self-esteem and subsequently
might affect their academic performance.
31
2.3
EMPIRICAL STUDIES
Several studies have been carried out in relation to adolescents’ academic
achievement in schools but there is dearth of literature relating to parenting styles on selfesteem and on academic achievement of students. This section of the study present empirical
studies that are related to this study.
Isabel and Jose (2007) carried out a study on the impact of parenting styles on
adolescents’ self-esteem and internalization of values in Spain. A sample of 1456 teenagers
from 13 to 16 years of age of whom 54.3% were females, reported on their parenting
practices.
The teenagers’ parents were classified into one of four groups (authoritative,
authoritarian, indulgent or neglectful).
The adolescents were then contrasted on two
different outcomes (1) priority given to Schwartz’s self, transcendence (universalism and
benevolence) and conservation, (security, conformity and tradition) values and (2) level of
self-esteem (appraised in five domains, academic, social, emotional, family and physical).
The result indicates that Spanish adolescents from indulgent households have the same or
better outcomes than adolescents from authoritative homes. Parenting is related to two selfesteem dimensions.
Academic and family - and with all the self transcendence and
conservation values. Adolescents of indulgent parents indicate highest series in self-esteem
whereas adolescents from authoritative parents obtain the worst result. In contrast, there
were no differences between the priority given by adolescents of authoritative and indulgent
parents to any of the self-transcendence and conservation values, whereas adolescents of
authoritarian and neglectful parents, in general assign the lowest priority of all of these
values. Whereas Isabel and Jose’s (2007) study was on impact of parenting styles on
adolescent self-esteem and the relationship between internalization of values in Spain, the
32
present study investigated the parenting styles and self-esteem on academic achievement of
students in another location.
Lee (2011) carried out a study on the relationship between parenting styles and selfesteem. A sample of 100 students from the university of Tunku Abdul Rahman was used for
the study. The study adopted correlation method. Parental authority questionnaire (PAQ)
and Rosenberg self-esteem Scale (RSE) were used in collecting data for the study. Results
indicated that, authoritative parenting style is the predominant parenting style and there was
significant correlation between different parenting styles and self-esteem.
Significant
association was found between authoritative and authoritarian parenting style on level of selfesteem. Also, greater numbers of students from authoritative families have high level of selfesteem than authoritarian families. This study will extend Lee’s, (2011) work by adding
parenting style and academic achievement.
Jagpreet, Rana and Rupinder (2009) carried out a study on the relationship of home
environment with self-concept among adolescents, using descriptive method of research. The
study was conducted on a representation sample of 300 adolescents of ninth class selected on
the basis of randomized technique of sampling from different government and private schools
of Patiala district of Punjab. Two hypotheses were formulated to guide the study. Three
instruments were used in the study; self concept list (old personality word list) was taken as
the percentage of marks obtained in middle standard Punjab school education board
examination.
Result of the study revealed significantly positive relationship of home
environment components of protectiveness, conformity, reward and nurturance with selfconcept. This result implies that use of rewards and nurturance from parents should be done
for positive self-concept development among adolescent.The correlation of social isolation,
deprivation of privileges and rejection components of home environment were significantly
33
negative with self concept among adolescent indicating that for positive self-concept
development among adolescents, there should be less or no use of social isolation,
deprivation of privileges and rejection. The study related to the present study in the sense that
the good parenting style will help to develop self-esteem and also the use of rewards and
nurturance from parents will help in developing self-esteem.
Uche and Benjamin (2009) conducted a research in University of Nigeria Nsukka
using secondary school students on parenting styles as predictor of adolescents’ sociopsychological adjustment in secondary schools.
Parental style questionnaire (PSQ) and
Adolescence Socio-Psychological Adjustment Serve (ASAS) were used to collect data. The
design adopted for the study was the ex-post facto. The study was guided by one hypothesis
while simple random sampling technique was used in sampling the senior secondary class
two students in the area of study. From the population, a sample size of 478 students was
drawn. Multiple regression analysis method was adopted in analyzing the data obtained
from the study.
Results indicate that authoritative and authoritarian parenting styles
significantly predict schooling adolescents’ socio-psychological adjustment. It was also
found that both permissive and neglectful parenting styles did not significantly predict the
students’ socio-psychological adjustment. The present study will adopt correlation study to
investigate the relationship between parenting styles, self-esteem and academic achievement
of senior secondary school students. This might provide additional empirical evidence.
A study was carried out by Salamo and Alawode (2010) on the influence of single
parenting on the academic achievement of adolescent in schools in Ejibo Local Government
Area of Osun State. Descriptive research design was employed while a total of 100 Senior
secondary students were randomly selected from five secondary schools in Ejibo local
34
Government Area of Osun State. The academic records of the students were used through
the help of their principals. Personal data forms were also used to collect information as
regards their age, gender, religion and type of home they came from. Students t test statistic
was used to analyze the data collected. Results indicated that students from intact homes had
significantly better academic achievement than those from single parent’s homes. This
buttresses the influence of parenting on children’s performance which this present study
further explored
Habibah and Tan (2009) conducted a research on perceived paternal and maternal
parenting styles and students academic achievement in secondary schools in Malaysia. The
sample consisted of 247 SS1 students in two secondary schools. Correlation design was
adopted for the study. The data was collected using parental authority questionnaire and the
students annual results. Results indicate that majority of the students perceived both their
mother and father as authoritative parents.
The result of the study also revealed that
perceived paternal permissive authoritative and authoritarian parenting styles were not
significantly correlated with students’ academic achievement.
It was found also that
perceived maternal permissive, authoritative and authoritarian parenting styles were not
significantly correlated with students’ academic achievement. The present study conducted in
another location will provider further empirical evidence to validate this finding or not.
A similar research was conducted by Abdul, Ayorinde and Hamdalat (2010) on the
influence of parenting style on Junior Secondary School Students performance in social
studies in Ilorin emirate, Nigeria. Ex post facto design was employed. The study consisted
of 480 JS three students drawn from four schools. The researchers used questionnaire and
pro-forma to collect data on parenting styles while the junior school certificate examination
35
result was used in collecting data on academic achievement for the study. Frequency count
and percentages were used in answering the research questions, while chi-square indicated
that parenting styles adopted by parents had influence on the performance of students.
A study was carried out by Gracia and Gracia (2009) on authoritative parenting style
using Spanish families. Correlation design was adopted for the study. The study which made
use of the sample of 1416 teenagers from 12 to 17 years of age classified the teenagers’
parents into four groups (authoritative, authoritarian, indulgent and neglectful). The
teenagers’ parents were contrasted on four different outcomes - self-esteem, psycho-social
maladjustment, personal competence and problem behaviour. The result of the study showed
that permissive parenting style is the dominant parenting style practiced in Spain with a high
influence on students’ self-esteem.
Another study was conducted by Dornbusch, Ritter and Steinberg (1997) on parenting
styles and students academic achievement in San Francisco. It was a correlation study.
Samples of 7836 high school adolescents were used. The result revealed that authoritative
parenting styles was positively correlated with students’ school grades while authoritarian
and permissive parenting styles were negatively correlated with students’ school grades.This
study using senior secondary schools will confirm these findings or otherwise.
2.4
SUMMARY OF LITERATURE REVIEW
The literature reviewed revealed that academic achievement and self-esteem of the
students are factors which are very essential in the life of students in secondary schools. The
parenting styles were equally explained in detail. The review also presented the relationship
that exists among parenting styles, self-esteem and academic achievement. In a nutshell,
some of the studies reviewed indicate significant influence in relation to self–esteem and
36
academic achievement while some studies indicated no significant influence exerted on selfesteem and academic achievement. The theories highlighted in this study provide a base for
understanding the various variables in the study. Such theories include Abraham Maslow’s
hierarchy of human needs, sociometer theory on self-esteem and humanistic psychology by
Carl Rogers.
The review of empirical studies revealed that some studies investigated the influence
of parenting styles on the adolescent’s self-esteem and on their academic achievement in
areas other than the present study area.
The studies reviewed
revealed the separate
relationship between parenting styles and self-esteem or parenting styles and students’
academic achievement in schools but none of the studies investigated the influence of
parenting style on self-esteem and academic achievement of students. Previous studies also
utilized different designs like expost facto to conduct their studies. No study at least within
the reach of the researcher has been done in Aba education Zone on parenting styles and
students’ self-esteem and academic achievement. The present study is thus designed to fill
the identified gap in knowledge.
37
CHAPTER 3
RESEARCH METHOD
This chapter discussed the design of the study, area of the study, population of the study,
sample and sampling techniques, instrument for data collection validation of instrument,
reliability of the instrument, method of data collection as well as method of data analysis.
3.1
DESIGN OF THE STUDY
Correlation study was used to explore the extent to which parenting styles correlated self
esteem and academic achievement of students. The correlation study is relevant for this
study in finding out whether one or more variables can predict the other variable as pointed
out by Uzogulu (2011). Correlation design is therefore suitable for this study.
3.2 AREA OF THE STUDY
This research was carried out in Aba Education zone of Abia State, which included Aba
South, Aba North, Osisioma, Ugwunagbo, Obioma Ngwa, Isiala Ngwa North, Isiala Ngwa
South, Ukwa East and Ukwa West. The choice of this zone was because Aba Education
zone, is
a conglomeration of parents from different backgrounds who adopt different
parenting styles. The academic achievement of students in this zone has also been poor. This
area was made up of traders, farmers, and civil servants. It is also the industrial hub of Abia
state, Nigeria.
It is bounded in the North by Umuahia North Local Government in Abia
State, in the West by Imo state, in the South Rivers state while in the East by
Akwa Ibom
State. Aba is located between 5025’ North of the equator and 7037’ East of the Greenwich
Meridan. The occupants are also interested in education. That is why we have many schools
in Aba. This is what informed the choice of Aba as the area of this study.
38
3.3
POPULATION OF THE STUDY
The population of this study consisted of all the Senior Secondary School students in Aba
Education zone. The
overall population was eleven thousand seven hundred and thirty
(11730) Senior Secondary School students in the zone (Secondary Education Management
Board,(SEMB) Aba Zone 2015).
Aba North had a total of 1338 students, Aba South had 2460 students, Isiala Ngwa North
1161, Isiala Ngwa South 1179 Students, Obingwa 1659 students, Osisioma 2256 students,
Ugwanagbo 447 students, Ukwa East 609 students, while Ukwa West 621 students making a
total of 11730 students.
3.4
SAMPLE AND SAMPLING TECHNIQUE
The sample was four hundred Senior Secondary School (SSII) 2 students, using proportionate
random sampling technique. SS II students being used because they are not in examination
class and they are deemed to posses sufficient knowledge to understand the questionnaire
given to them and they are not in examination class. The sample was distributed by local
government areas as shown below: Aba North was given 46, Aba South had 82, Isiala Ngwa
North 38, Isiala Ngwa South 39, Obingwa 55, Osisioma 72, Ugwanagbo 19, Ukwa East 23,
while Ukwa West 26, which gives a total of 400. The researcher purposively selected
approximately 3.5% of the population of each local government as a sample size. This
technique is supported by Harry & Steven (1994) which state that proportional sampling is a
sampling technique used when the population is composed of several sub-groups that are
39
vastly different in number, the number of participate from each group being determined by
their number relative to the entire population.
3.5
INSTRUMENT FOR DATA COLLECTION
Two instruments were used to collect the data. The students’ term results for
2015/2016 session were also used to determine their academic achievement. Students’
Perception of Parenting Styles (SPPS) questionnaire was used to collect data on parenting
styles. The questionnaire was designed to determine parenting styles which required that
students will respond by choosing the option that best describes the nature of their parenting
styles thus strongly Agree = 4, Agree=3, Disagree = 2, Strongly Disagree = 1. The higher the
computed mean score for parenting style, the higher the manifest style, while the lower the
computed mean score for parenting style the lower the manifested style. The mean acceptable
level of 2.50.
The second questionnaire was Students’ Self-esteem Scale (SSES). The SSES ascertained
the self-esteem of the students. The questionnaire was developed on a four point scale of
Strongly Agree, Agree, Disagree and Strongly Disagree
The student self-esteem scale was adapted from Rosernberg Self-Esteem Rating Scale to
reflect environmental differences. The items on the negative pole will serve on the reverse
side thus strongly Agree = 1, Agree = 2, Disagree = 3, Strongly Disagree = 4. The question
on item 18 was rephrased to suit our environment. The question “I feel I cannot achieve
anything” but it was rephrased to “I oftentimes feel I am an underachiever”.
40
3.6
VALIDATION OF THE INSTRUMENT
The instruments that were used for the collection of data for the study were validated by three
experts-one expert in Measurement and Evaluation and two in Educational Psychology and
Counseling. The questionnaire were sent to the validators wth the purpose of study, research,
research questions and hypotheses. They were requested to carry out the face and content
validity of the instruments. Their comments and suggestions were reflected in the final
version of the instruments.
3.7
RELIABILITY OF THE INSTRUMENTS
The reliability of the instruments were established by administering 30 copies of the
instruments to respondents from Senior Secondary School outside the area of study. The
Cronbach Alpha method was used to calculate the reliability co-efficient of the instrument for
Students Perception of Parenting Styles (SPPS). The alpha value for items in the authoritative
parenting style scale was 0.73, authoritarian parenting style scale was 0.71, permissive
parenting style scale was 0.71 and neglectful parenting style was 0.73. The value of 0.81 was
obtained from the self esteem questionnaire. All the scales met the requirement for internal
consistency and acceptability and thus were deemed suitable for the study.An average score
above 50.0 indicates high level of self-esteem, between 35.0 and 50.0 indicates a moderate
level of self esteem and below 35.0 indicates low level of self esteem.
The correlation coefficient measure the strength and direction of a linear relationship
between two variables. The value of the correlation coefficient lies between -1 and +1. The
interpretation of the values of correlation coefficient is seen below.
41
Value of correlation coefficient
Interpretation
Exactly -1
Perfect negative
- 0.5
Moderate negative
-0.1 - -0.4
Weak negative
0
No correlation
0.1 - 0.4
Weak positive
0.5
Moderate positive
0.6 - 0.9
Strong positive
Exactly +1
Perfect positive
Decision Rule
The hypothesis decision rule is a statement that tells under what circumstances one is to reject
the null hypothesis. If the P-value is less than (or equal to) the value of level of significance
(0.01 or 0.05), then the null hypothesis is rejected in favour of the alternative hypothesis of
significant relationship between variables.
3.8
METHOD OF DATA COLLECTION
The schools sampled were visited and permission was obtained from the principals who acted
in loco parentis. The researcher then administered the questionnaire with the help of two
trained assistants. Copies of the questionnaire were administered on the respondents who in
turn completed them and were retrieved immediately. This ensured high percentage return.
The result of the students academic performance were collected and coded which were
matched later with the students responses in the SPPS and SSES.
42
3.9
METHOD OF DATA ANALYSIS
Percentages, Frequency counts, Mean and Standard Deviation were used to answer the
research questions. Pearson Product Moment Correlation Coefficient was used to determine
the relationship between parenting styles and self-esteem, also Pearson Correlation
Coefficient test was used to test the relationship between the parenting styles and academic
achievement of students.
43
CHAPTER 4
RESULTS AND DISCUSSION
This chapter presents the results and discussion of the study. It begins with presenting and
describing the demographic characteristics of the study sample. Results based on the
responses of students to the various research questions and hypotheses were presented and
discussed. This was followed by the discussions of the findings in relation to relevant
literature.
4.1 PRESENTATION OF RESULTS
Research Question 1: What are the parenting styles of students in Aba Education Zone of
Abia State?
Table 4.1: Percentage of the Parenting Styles of the Students
Parenting Styles
Percentage
Authoritative
Authoritarian
Permissive
Neglectful
Total
137 (34.2%)
102 (25.5%)
90 (22.5%)
71 (17.8%)
400 (100%)
In table 4.1, majority of the students (137) (34.2%), reported experiencing authoritative
parenting style. 102 (25.5%) reported experiencing authoritarian type of parenting. Further,
90 students, representing 22.5%, reported having permissive parents. lastly 71 (17.8%)
reported experiencing neglectful parenting style.
44
Research Question 2: What are the levels of self esteem of students in Aba Education zone
by parenting styles.
Table 4.2: Level of Self Esteem of Students in Aba Education Zone, Abia State.
PARENTING STYLES
Average score of
Self-esteem
SD
Level of
selfesteem
Permissive
64.08
4.08
High
Authoritative
63.90
3.91
High
Authoritarian
49.14
5.78
Moderate
Neglectful
48.96
6.12
Moderate
The table above shows the mean and standard deviation of students self-esteem from the
study sample.
The table 4.2 shows the mean scores for students of permissive parenting style as 64.08
which is the highest. This value indicates that permissive parenting style produces a higher
self-esteem on the students.
Authoritative parenting style has a mean value of 63.90.
Authoritarian parenting style has the mean value of 49.14. However, neglectful parenting
style has the lowest mean value of 48.96.
45
Research Question 3: What is the level of academic achievement of students in Aba
Education zone by parenting style?
Table 4.3: Mean score of Academic Achievement by parenting style of Students.
Parenting Styles
Academic Achievement
High
(65% - 100%)
Authoritative
Authoritarian
Permissive
Neglectful
Total
65 (16.2%)
22 (5.5%)
10 (2.5%)
9 (2.3%)
106 (26.5%)
Average
(40% - 64%)
56 (14%)
60 (15%)
39 (9.8%)
29 (7.2%)
184 (46.0%)
Low
(0% -39%)
16 (4%)
20 (5%)
41 (10.2%)
33 (8.3%)
110 (27.5%)
The performance of students who fell within the high academic achievement category as
shown in Table 4.3, is 65 (16.2%) of the students from authoritative parenting styles,
followed by authoritarian parenting style students who were 22 (5.5%), Permissive parenting
style students were 10 (2.5%) and the least are Neglectful parenting style students that are 9
(2.3%).
Again, the result from Table 4.3 shows that 56 (14%) students who had authoritative
parenting style falls into the average academic achievement category. Authoritarian parenting
style students who fell into this category were 60 (15%). Permissive parenting style students
were 39 (9.8%) and Neglectful parenting style students were 29 (7.2%).
On poor academic achievement of students, it was observed that Authoritative parenting style
students were 16 (4%), Authoritarian parenting style students were 20 (5%), Permissive
parenting style students had a greater number in this category with 41 (10.2%) students and
Neglectful parenting style students had 33 (8.3%) students who performed poorly.
46
Hypothesis 1: There is no significant correlation between authoritative parenting styles and
students’ self esteem in Aba Education zone.
Table 4.4: The correlation co-efficient between authoritative parenting style and students’
self-esteem
Parenting Style
Level of self esteem
Correlation
P value
Authoritative
63.90
0.420
< 0.01
By using Pearson’s Product Moment Correlation Coefficient analysis, authoritative parenting
style has positive correlation and a significant relationship with student’s self esteem. Hence,
the hypothesis that there is no significant relationship between authoritative parenting style
and student’s self esteem is rejected.
Hypothesis 2: There is no significant correlation between authoritarian parenting styles and
self esteem of students in Aba Education zone.
Table 4.5: The correlation between authoritarian parenting style and self-esteem of students
Parenting Style
Level of self esteem
Correlation
P value
Authoritarian
49.14
-0.611
< 0.01
By using Pearson product correlation analysis, authoritarian parenting style has negative
correlation relationship with student’s self-esteem. The p-value is less than 0.01 the
hypothesis that there is no significant relationship between authoritarian parenting style of
student’s self-esteem is rejected.
Hypothesis 3: There is no significant correlation between permissive parenting styles and
self-esteem of students in Aba Education zone.
Table 4.6: The correlation between permissive parenting style and self esteem of students
Parenting Style
Level of self esteem
Correlation
P value
Permissive
64.08
0.471
< 0.01
47
By using Pearson product correlation analysis, permissive parenting style has positive
correlation with student’s self esteem. The hypothesis that there is no significant relationship
between permissive parenting style of student’s self esteem is rejected.
Hypothesis 4: There is no significant correlation between neglectful parenting styles and self
esteem of students in Aba Education zone.
Table 4.7: The correlation between neglectful parenting style and self esteem of students
Parenting Style
Level of self esteem
Correlation
P value
Neglectful
48.96
0.44
< 0.01
By using Pearson product correlation analysis, neglectful parenting style has positive
correlation and a significant relationship with student’s self esteem. P-value is less than 0.01
the hypothesis that there is no significant relationship between neglectful parenting style of
student’s self esteem is rejected.
Hypothesis 5: There is no significant correlation between authoritative parenting styles and
academic achievement of students in Aba Education zone.
Table 4.8: The correlation coefficient between authoritative parenting style and academic
achievement of students.
Parenting Style
Level of Academic Achievement
Correlation
P value
Authoritative
57.21
0.241
< 0.01
The findings of Pearson product moment correlation analyses indicate a positive correlation
between authoritative parenting style and the student’s academic achievement. Since the pvalue is less than 0.01, hence the hypothesis which states that there is no significant
correlation between authoritative parenting style and students’ academic achievement is
rejected.
48
Hypothesis 6: There is no significant correlation between authoritarian parenting styles and
academic achievement of students in Aba Education zone.
Table 4.9: The correlation coefficient between authoritarian parenting style and academic
achievement of students.
Parenting Style
Level of Academic Achievement
Correlation
P value
Authoritarian
50.46
0.037
>0.05
The findings of Pearson product moment correlation analyses indicate no significant
correlation between authoritarian parenting style and the student’s academic achievement.
The p-value is less than 0.05,hence the hypothesis which states that there is no significant
correlation between authoritarian parenting style and students’ academic achievement is
accepted.
Hypothesis 7: There is no significant correlation between permissive parenting styles and
academic achievement of students in Aba Education zone.
Table 4.10: The correlation between permissive parenting style and academic achievement of
students.
Parenting Style
Level of Academic Achievement
Correlation
P value
Permissive
49.53
0.176
< 0.01
The findings of Pearson product moment correlation analyses indicate a (negative)
correlation between permissive parenting style and the student’s academic achievement. the
p-value is less than 0.01, hence the hypothesis which states that there is no significant
correlation between permissive parenting style and students’ academic achievement is
rejected.
49
Hypothesis 8: There is no significant correlation between neglectful parenting styles and
academic achievement of students in Aba Education zone.
Table 4.11: The correlation between neglectful parenting style and academic achievement of
students.
Parenting Style
Level of Academic Achievement
Correlation
P value
Neglectful
45.14
-0.160
< 0.01
The findings of Pearson product moment correlation analyses indicate a significant (negative)
correlation between neglectful parenting style and the student’s academic achievement.
Therefore the hypothesis which states that there is no significant correlation between
neglectful parenting style and students’ academic achievement is rejected.
4.2 DISCUSSION OF FINDINGS
This work dealt with relationship between parenting styles and self-esteem and academic
achievement of senior secondary school students in Aba Education zone of Abia State. Firstly
the findings of the research provided answers to the research questions.
On the question of the parenting styles adopted in Aba Education zone of Abia State,
the research found that four parenting styles (Authoritative, Authoritarian, Permissive and
neglectful) were all adopted, but in different degrees. Authoritative parenting style was
found to be mostly adopted by parents, having the highest rate of response (34.2%). This was
followed by Authoritarian parenting style (25.5%), permissive (22.5%) and then, Neglect
(17.8%). This research found that permissive parenting style produces the highest level of
self-esteem on the students, with the highest mean score of 64.08. This was followed by
Authoritative (63.90), Authoritarian (49.14) and thereafter, neglectful
(48.96) parenting
styles. Based on the researcher’s criterion for judgment, which states the level of self esteem
50
is high if the mean score is above 50.0, moderate if it is between 35.0, the research therefore
found out that both permissive and Authoritative parenting styles produce high self esteem,
while both, Authoritarian and Neglectful parenting styles produce moderate self esteem. This
corroborate the work of Gracia and Gracia (2009) which shows that permissive parenting
style is the dominant parenting style practiced in Spain with a high influence on students’
self-esteem.
The present study found that most students with high academic achievement are
products of Authoritative parenting style. Students with average academic achievements are
products of Authoritarian parenting style, while students with low academic achievement are
products of both permissive and neglectful parenting styles.
Generally, Authoritative
parenting style produces students with high academic achievement. This corroborates the
work of Dornbush et al (1997) which indicated that students from authoritative parenting
styles had significant better academic achievement.
When parenting styles were correlated with self-esteem,it was found that permissive
parenting style gave high self-esteem. By using Pearson product correlation analysis,
authoritative parenting style has positive correlation and a significant relationship with
student’s self-esteem. This is in line with Lee’s (2011) findings that authoritative parenting
style is related to positive child outcomes such as high-esteem, high achievements, well
developed cognition and internal locus of control which could help students adjust
successfully to the challenges that come with transition from one academic level to the other.
The present study found that authoritarian parenting style when correlated with
student’s self-esteem has negative correlation and significant relationship with students selfesteem. Isabel and Jose (2007) found out that adolescents from authoritarian parents had the
51
lowest priority of all of the values tested. These parents have high demands but are not
responsive to their children’s needs. This work is not in line with the work of Isabel& Jose
work (2011) as well as Lee’s work (2011). Isabel & Jose (2011) found that adolescents of
authoritarian and neglectful parents indicated the lowest priority of all of those values while
Lee (2011) found that students from authoritarian families had low self-esteem. This type of
parenting style has been found to have detrimental psychological, social, emotional, cognitive
and personality developmental effects on the child.
Permissive parenting style when correlated with students’ self-esteem was found to
have positive correlation and the result of this study in Aba Education Zone of Abia State
showed that the dominant parenting style practiced by parents of senior secondary school
students when correlate with self-esteem is permissive parenting style.This is similar to
Gracia and Gracia (2004 work) that revealed that permissive parents had high influence on
students’ self-esteem. This type of parents have very few demands to make of their children
and rarely discipline their children because they have relatively low expectation of maturity
and self-control.
It was found that neglectful parenting style has positive correlation and a significant
relationship with students’ self-esteem. This differs from the Jagpreet, et al (2009) that
revealed significantly positive relationship of home environment components of
protectiveness, conformity, reward and nurturance with self-concept.
The findings of this study indicate a significant correlation between authoritative
parenting style and the students academic achievement.
This type of parenting is
characterized by an optimal balance in the dimension of disciplinary strategies, warmth and
nurturance, communication styles and expectation of maturity and control. This corroborates
52
the work of Dornbush et al (1997) which indicated that students from authoritative parenting
style had significant better academic achievement.
This parenting style is democratic.
Parents help their children to attain independence through goal achievement to think for
themselves and achieve realistic academic and social goals.
The findings under hypothesis six indicate negative correlation between authoritarian
parenting style and the student’s academic achievement. This does not confirm with the
work of Dornbusch et al (1997) whose result revealed that authoritative parenting style was
positively correlated with students’ school grades while authoritarian parenting styles were
negatively correlated with students’ school grades.
Furthermore, this studyshowedn a significant negative correlation between permissive
parenting styles and the student’s academic achievement. This type of parenting has high
dimension of warmth and nurturance but has low dimension of disciplinary strategies and
communication styles which make the students to know when they are in right direction in
terms of their academic endeavour. This findings is similar to the findings of Dornbusch etal
(1997) that permissive parenting styles has negative correlation with students’ academic
achievement.
Finally, the research found that permissive parenting style when correlated with
students’ self-esteem yielded the highest level of self-esteem. This indicates that the more
the indulgent and lenient parents are, the higher the level of high esteem of their children.
The study also found authoritative parenting style as yielding the highest level of academic
achievement on students. This indicates that authoritative parenting style offers a balance
between freedom and autonomy, thereby helping the children to develop and believe in their
own ability as well as knowing the limit of their conducts.
53
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter discusses the summary of the study, conclusion and educational
Implications of the study. This chapter also includes recommendations, limitations of the
study and suggestions for further studies.
5.1 SUMMARY
Thepurpose of the study was to ascertain the relationship between parenting styles
and self-esteem and academic achievement of students in Aba Education Zone of Abia State.
To guide the study, three research questions were posed and eight null hypotheses tested at
0.05 level of significance were formulated. The parenting styles adopted here were
authoritative, authoritarian, permissive and neglectful.
Conceptual framework
coverd
parenting styles which is the primary role of all parents to influence, teach and control their
children in a way and manner that their children will become what they want them to
become. It also looked into self-esteem as a positive or negative evaluation of oneself as well
as academic achievement which is level of achievement in class.
When parenting styles were correlated with self esteem, it was found that permissive
parenting style gave the highest level of self esteem.
Also, when parenting style was
correlated with academic achievement, it was found that authoritative, parenting style gave
the highest level of academic achievement.
5.2 CONCLUSION
This study was carried out to determine the relationship existing between parenting
styles and self-esteem and academic achievement of secondary school students in Aba
54
Education Zone of Abia State, Nigeria. Based on the findings, the researcher concluded that
authoritative parenting style yielded the highest positive result on the academic achievement
of the students. However, permissive parenting style yielded the highest positive result on
the students’ self esteem. From the findings it was concluded that there is a correlation
between parenting styles, self-esteem and academic achievement of students in secondary
schools in Aba Education Zone of Abia State.
5.3 EDUCATIONAL IMPLICATIONS
The results of this study have far reaching implications for classroom teachers,
parents, psychologists and guidance counsellors.The teacher’s main role involve designing
instruction, managing and evaluating instructions in the classroom. For effective teaching and
learning to take place in the classroom, the teachers understanding of the variations of the
individual students’ background will help in handling the students appropriately. The result
of this study, if available to the teacher will assist in creating awareness on the role parenting
style plays in shaping children’s self-esteem and academic performance.
The parents who are charged with the sole responsibility of moulding and grooming the child
should be encouraged to engage or create warm and conducive environment for the child
through use of proper parenting style which will foster healthy self-esteem and academic
achievement.Psychologists and school counsellors need to do a thorough examination of the
home background experience of the students especially, the parent-child interaction patterns
in order to have proper insight into problems of the students in order to handle them
appropriately. This is because, if the student’s backgrounds are not favourable, it may affect
their self-esteem and academic achievement in school.
55
5.4 RECOMMENDATIONS
Based on the findings, the following recommendations were made:

It is recommended that aspects of the secondary school curriculum relating to human
growth and development alongside the family interaction patterns should be enriched
to enable future parents appreciate more the parent-child interaction patterns that
promote healthy self-esteem and intellectual development.

Government should organize seminars and workshops for parents through the parentsteachers association forum. This is to enable the parents have the opportunity to be
enlightened on the needs for good parent-student relationship.

Parents through Parents Teachers Association (PTA) should be encouraged to
maintain good communication during their child rearing period because good
communication flourishes when there are gently spoken words, gracious looks,
gestures, kindness, understanding and tenderness.

Government through the school should organize a programme that will be aimed at
enhancing or boosting the self-esteem of the students outside the four walls of the
classroom. This will go a long way in helping the students whose self-esteem is
hitting the low ebb since their low self-esteem could affect their entire life endeavours
socially, psychologically and academically.

Teachers should be sensitized on the variations in the students’ parenting styles to
enable them create a close relationship with these students, some of whose parents
may be found adopting the not very positive parenting styles. This will immensely
assist the students to gain confidence and add to their academic success or prowess in
school.
56
5.5 LIMITATIONS OF THE STUDY
There are certain limitation to this study. Among the limitations of the study, was the small
sample size used, which represented only about 3.5% of the population of the study. This
will likely affect the generalization of the findings. Secondly there was need to cross-check
the students’ information with those of their parents, but this was not done. However, these
limitations do not invalidate the findings of this study.
5.6 Suggestions for Further Research

Replication of this study using the junior secondary school students and primary
school pupils is necessary.

Longitudinal study should be carried out on students’ academic achievements to
review the long term effect of parenting styles on the lives of the students.

A comparative study of students’ perceived parenting style and parents’ parenting
style should be carried out to find out areas of divergence and similarity.
57
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APPENDICES
STUDENT’S PERCEPTION OF PARENTING STYLE (SPPS) AND STUDENTS’
SELF-ESTEEM SCALE (SSES)
Appendix A.
College of Agricultural
And Science Education
Micheal Okpara University
Of Agriculture
Umudike
24/11/2015
Dear Respondent,
This questionnaire is designed to elicit your view on parenting styles and selfesteem. Kindly give an honest answer to the questions over leaf. This is for research
purposes. Your response will be treated confidentially.
Thanks in anticipation of your cooperation.
Yours faithfully,
Uzumma Okoro.
Researcher
66
INSTRUCTION: You are expected to tick either strongly agree (SA), agree (A), disagree (D)
or strongly disagree (SD) according to how each statement relates to your feelings.
SECTION A: STUDENT’S PERSONAL DATA
Name ……………………………………………………………………..…………………
Name of School…………………………………………………………………………….
Class: ……………………………………… Age……………………………………….
Gender: Male…………………….... Female……………………………………….
SECTION B: Students’ Perception of Parenting Style (SPPS) questionnaire
AUTHORITATIVE PARENTING STYLE
S/N
The statements below are ways you perceived your parents SA
related with you. You are expected to tick either strongly agree
(SA), agree (A), disagree (D) or strongly disagree (SD)
according to how each statement relates to your feelings.
1.
My parents deny me the opportunity of relating with my peers
irrespective of their positive qualities
2.
My parents always want me to take permission from them
before going out of the house.
3.
Often times, my parents control the things I do
67
A
D
SD
4.
My parents give me instructions without telling me the reason to SA
A
D
SD
strictly adhere to the instruction
5.
My parents always punish me each time I violate their rules
6.
My parents scold me each time I fail exams without giving me a
proper direction
7.
My parents force me to read independently at home, even when
I need the help of my intelligent peers
AUTHORITARIAN PARENTING STYLE
You are expected to tick either strongly agree (SA), agree (A), disagree (D) or strongly disagree (SD)
according to how each statement relates to your feelings.
8.
My parents allow me the choice of friends with caution
9.
My parents use love and approval as reward instead of
punishment
10.
My parents provide me with educational materials and
encourage me to study them
11.
My parents give me instructions and explain reasons for such
68
SA
A
D
SD
instructions
12.
My parents supervise my academic work and advice me to do SA
A
D
SD
better
13.
My parents demand me to obey their commands since I already
know the reason for such instruction
14.
My parents scold me anytime I exhibit unwanted behaviour
PERMISSIVE PARENTING STYLE
You are expected to tick either strongly agree (SA), agree (A), disagree (D) or strongly disagree (SD)
according to how each statement relates to your feelings.
15.
My parents do not bother to know the kind of friends I keep
16.
My parents do not care about what I do academically in school
17.
My parents do not demand any form of obedience from me
18.
I go out and come back at will without my parents questioning
me
19.
Everything I do pleases my parents
20.
My parents allow any time of visitation by my friends
69
SA
A
D
SD
21.
My parents do not bother the kind of behavior I exhibit
NEGLECTFUL PARENTING STYLE
You are expected to tick either strongly agree (SA), agree (A), disagree (D) or strongly
disagree (SD) according to how each statement relates to your feelings.
As I am growing up my parents do not feel it is their
22.
SA
responsibility to punish me for any wrong doing but rather feel
I should know better
My parents do not show any care or feel responsible for
23.
providing my needs and anytime I ask for something they will
get angry and insult me
My parents do not view themselves as responsible for directing
24.
and guiding my behaviour as I am growing up
My parents do not direct the behaviors, activities, and desires of
26.
children in the family
70
A
D
SD
27.
My parents do not involve me in family decision making or
communicate to me the outcome of the decision they make.
My parents do not set any expectations for me concerning how
28.
to live and control my life
SECTION C: Students’ Self-esteem Scale (SSES)
The Statements below are about how you view yourself and how you feel others view you.
S/N
You are expected to tick either strongly agree (SA), agree (A), SA
disagree (D) or strongly disagree (SD) according to how each
statement relates to your feelings.
1.
I feel so much confident in my self
2.
I do not have much to be proud of
3.
I feel happy the way I am
4.
I wish I could have more respect for myself
5.
I believe I can take decision for myself
6.
I am depressed most times
71
A
D
SD
7.
I wish I could be like my friends
8.
I believe I command much respect from people
9.
I am satisfied with myself on the whole
10.
I certainly feel people respect me
11.
I Think I have a good sense of self-worth
12.
I often times feel useless
13.
I take positive attitude towards myself
14.
I am not able to do things like others
15.
I always feel sad about my appearance
16.
I feel I have a number of good qualities
17.
I am always ashamed of myself
18.
I oftentimes feel I am an underachiever
72
SA
A
D
SD