Exploring the relationship between authoritative parenting style and performance: A qualitative study of high performing university students using interviews

Abstract

According to Korir, Misigo and Ngeno (2017) family characteristics are a major source of disparity in students’ outcomes. The home learning setting is formative in a child and student’s social development and is an essential contributing factor to educational outcomes at all stages of the learning trajectory. The purpose of the study aimed to explore the relationship between authoritative parenting style and performance. The study used a qualitative exploratory research approach to gain a deeper understanding of the student’s perceptions of aspects that have an influence on their academic performance. The study is cross-sectional, using an interpretivism paradigm. Data was collected through in-depth interviews and analysed using thematic content analysis which was collected from seven participants. Based on the data analysis, presentation, and interpretation of findings it was found that while there are other factors that impact academic performance there was a positive relationship found between authoritative parenting style and academic performance. Therefore, parents that want their children to achieve well at tertiary should therefore consider trying to adopt an authoritative parenting style.