Influence of Parenting Styles and Self-Efficacy on Students? Academic Performance

John Carel M. Bustillo, Elsie P. Sandueta

Abstract: The objective of this study was to explore the perceived connection between parenting styles and self-efficacy among Grade 11 students at Misamis Occidental National High School in Oroquieta City, Philippines. The research employed frequency, percentage, and average weight value methods to determine the level of parenting styles and self-efficacy among the students, and the Pearson R Product Moment of Correlation was used to examine the correlation between parenting styles, self-efficacy, and academic performance. Results indicated that there was no significant association between parenting styles and academic performance, although there was a meaningful relationship between self-efficacy and academic performance, particularly in Mathematics. The most commonly practiced parenting style among the parents of Grade 11 students was authoritative, and the students themselves reported high levels of academic self-efficacy, which had a significant impact on their academic performance. Based on these findings, the researchers recommend the implementation of tangible interventions to improve students' self-efficacy, which may lead to enhanced academic performance.

Keywords: Academic Performance, Authoritative Parenting, Mathematics Education, Parenting Styles, Self-efficacy