Predicting Students’ Academic Adjustment and Academic Achievement based on Parenting Attachment Styles
DOI:
https://doi.org/10.62843/jrsr/2026.5a162Keywords:
Academic Adjustment, Academic Achievement, Parenting Attachment StylesAbstract
Parenting approaches have a significant impact on children's behavior patterns and academic performance results. The key objective of this study was to explore how different parenting attachment styles influence the academic adjustment and academic achievement of students of higher education. The study examined different parenting styles and university student academic adjustment, along with academic achievement, while analyzing the relation between these aspects. This study was descriptive in nature and it employed a quantitative approach. The population of this research was comprised of all students enrolled in higher education institutions. The research sample included 300 first year students from the three public universities of higher education. This study instigated multistage sampling. The researcher used two adapted questionnaires to gather data related to parenting style and academic adjustment, which achieved a reliability score of 0.803 and 0.941. The research employed descriptive and inferential statistics, which utilized frequency analysis together with means and standard deviation statistics and the Pearson Product Moment Correlation method. The analysis of data demonstrates that students’ academic adjustments depend strongly on their parents' parenting approaches. The analysis reflects that the link between academic adjustment and authoritative parenting style is moderate and positive, but other styles have though a positive but weaker relationship. However, parenting styles fail to directly influence the academic achievement. Academic achievement shows a direct linkage with academic adjustment.
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