Similarly, other studies have indicated that in the adolescence period, three

specific characteristic features of authoritative parents (i.e., acceptance or warmth,

behavioral supervision and strictness, and psychological autonomy granting or democracy)

contribute to healthy psychological development and school success (Steinberg, 1990,

2001; Steinberg et al., 1991, 1992b). Authoritative parenting is one of several means via

which parents can have positive effects on their adolescents‟ academic achievement

through their direct involvement and support in school activities, such as helping with

homeworks and assignments or course selection or attending parent teacher meetings, and

through the encouragement of school success, both directly and indirectly, by establishing

and implementing high performance standards (Steinberg et al., 1992b). Reitman, Rhode,

Hupe, and Altobello (2002) also noted that an authoritative parenting style, which

emphasizes both responsiveness and demandingness, is superior in fostering higher

academic performance.

Overall, although there are some inconsistencies in research findings, parenting

styles play a crucial role in affecting the academic achievement of students. Specifically,

authoritative parenting style, because of the abovementioned reasons, has a significant and

positive effect, whereas non-authoritative parenting styles (authoritarian, indulgent, and

negelectful parenting styles) have significant and negative effects on the academic

achievement of students at different levels of education.

http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1461&context=theses&sei-
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Reitman, D., Rhode, P., Hupp, S. D., & Altobello, C. (2002). Development and

validation of the parental authority questionnaire-revised. Journal of

Psychopathology and Behavioural Assessment, 24, 119-127.