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Korean Journal of School Psychology

Relationship of perceived parenting styles to academic performance and self-esteem of science-gifted high school students

Abstract

Little empirical study has been conducted to figure out how environmental factors including family, school, and peers are related to academic and affective characteristics of science-gifted high school students. This study investigated the relationship of perceived parenting styles to academic performance and self-esteem of the 10th grade science-gifted students (N=141) who are relatively homogeneous with high intellectual capability. Simple regression analysis was employed to understand the relationship. Out of the four sub-categories of parenting styles, only achievement-oriented parenting style of both mother and father was found to account for 6.5 percent and 4.5 percent of the variance of grade point average, respectively. Love-oriented parenting of both mother and father perceived by the participants explained 15 percent of the variance of self-esteem, respectively. These results are significant in terms of pinpointing the specific parenting styles that are associated with both academic performance and self-esteem of science-gifted high school students. Further research was suggested that can help understand the characteristics of science-gifted high school students.

keywords
science-gifted students, parenting styles, self-esteem, academic performance
Submission Date
2006-09-30
Revised Date
2006-12-15
Accepted Date
2006-06-30

Korean Journal of School Psychology