Self Motivated Kids - How The Authoritative Parenting Style Increases Academic Success
Julia Kun
Parenting Styles According to Diana Baumrind
Psychologist Diana Baumrind studied parenting during the 1960's by observing parents and pre-school children. Through her research she observed parenting behaviors that include, approaches to discipline, warmth, attention, nurturance, communication, boundaries and expectations (Diana, n.d). She identified three unique parenting styles of which most parents adhere to. Those parenting styles are authoritarian, authoritative, and permissive. Although children raised in the same household often grow up with very different social and emotional characteristics, parenting style has been indicated in overall emotional well being in children.
Permissive ParentingPermissive parents tend to be lenient and indulgent with their children (Diana, n.d). They often play the role of friend rather than one that demonstrates guidance and boundaries. They have low expectations of self-control in their children and tend to allow their children to self-govern. In addition, permissive parents are affectionate and attentive to their children but generally respond to their children's demands rather than set boundaries according to expectations.
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Authoritative ParentingAuthoritative parents have behavioral expectations of their children but are more communicative than punitivitive (Diana, n.d). They set boundaries but are open to input from their children. They incorporate structure into an environment that is loving and supportive. These parents are involved in their children's lives while encouraging independence.
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Authoritarian ParentingAuthoritarian parents are the most disciplinary and punitive of the three parening styles(Dewar, G. 2011). They expect rules to be followed without question from their children. They are lower in affection than the other parenting styles and do not accept any deviation from their rules. They expect unquestioned obedience from their children and rarely explain reasons for orders. They are the "because I said so" parents.
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How Does The Effect Academic Success?
Authoritative parents encourage their children to be independent and self confident by creating an environment that demonstrates expectations but one that is fair, nurturing and encourages communication (Diana, n.d.). Children reared by authoritative parents demonstrate high levels of intrinsic motivation (Creekmore, J. 2010). This attribute is also correlated to higher academic achievement; therefore, there is a connection between authoritative parents and how this parenting style promotes self motivation in their children thus fostering academic success.
Baumrind’s study of pre-schoolers and their parents revealed that most parents demonstrate the characteristics of one of three parenting styles - permissive, authoritarian or authoritative (Diana, n.d.). The results of each of these parenting styles have been further studied and each one contributes to consequences related to social and emotional development in children. Of course, many factors determine overall development in children; therefore, parenting style should not be considered the only determinant of emotional development (Dewar, G. 2011). Nevertheless, the parent-child relationship does largely affect the outcome of the child’s social and emotional growth.
Children reared by authoritarian parents tend to demonstrate lower levels of self-esteem (Dewar, G. 2011). They do fairly well in school but also demonstrate decreased social skills, as well as lower levels of creativity and problem solving abilities. Moreover, their motivation to conform is inspired by extrinsic forces. Children of authoritarian parents seek to avoid punishment therefore, may follow rules only when they fear getting caught. Think of how people behave while driving. We have rules that we must follow and for the most part, we obey speed limits, traffic lights, and no u-turn laws…usually. Yet, most of us are guilty of making an occasional illegal u-turn, speeding or talking on our cell phones in restricted areas. Our motivation to hit the brakes occurs when we spy a police car discreetly tucked away on the side of the highway. We behave out of the fear of consequences. As effective as this is in forcing us to follow the rules, we don’t truly believe in them otherwise we would self-govern and abide by the laws of the road all the time. On the contrary, many of us have read the reports of cell phone usage and traffic accidents. We believe that talking or texting while driving poses a threat; therefore, we refrain from this behavior purely because we consider it to be dangerous. Our incentive to abide by the law in this case is self-imposed based upon our motivation to follow a rule that we believe in. We are more inclined to consistently behave when the motivation to do so is intrinsic, based upon our belief system, rather than what is imposed upon us. But sometimes too much freedom has the opposite effect on children (Dewar, G. 2011) .
Permissive parents are on the opposite end of the continuum from authoritarian parents (Diana, n.d). In these households, the children set the pace and the parents respond rather than the other way around. Permissive parents are affectionate and friendly toward their children, but have little to no expectations of behavior. These children display higher levels of self-esteem and resourcefulness than those reared in authoritarian households, but they also lack self-control and motivation (Dewar, G. 2011). The lack of boundaries and expectations creates children that are impulsive and oftentimes they receive guidance from peers rather than parents which could lead to misguided goals. Referring back to the example of traffic laws, if we had no speed limits and no inspiration to yield the right of way, a different problem would arise. Not only would our driving be hazardous, but if we lacked a concept of why the rules of the road are important, we would have no incentive to be cautious. Without an understanding of the importance of education and with little guidance toward appropriate ambitions, children of permissive parents dismiss authority, are often devoid of future goals and as a result lack the motivation necessary for academic success (Creekmore, J. 2010).
Studies in the area of parenting style, all seem to agree that the authoritative parenting style is the most effective in overall psychosocial and emotional development (Diana, n.d). Children of authoritative parents understand boundaries and experience healthy levels of self-confidence and ingenuity. They have open communication with their parents and these factors contribute to desirable behavior that is self-driven largely because they experience intrinsic motivation (Creekmore, J. 2010). These children are analogous to the drivers who remain within the speed limit because they believe that speeding poses a risk. They adhere to rules of the road because they understand them, believe in them and if given the opportunity, they would impose the same rules upon themselves, without the watchful eye of law enforcement. These are the children who are successful in school because their motivation comes from within. It comes from beliefs about their future that are based upon an understanding and agreement with the guiding principles of their parents (Creekmore, J. 2010).
Researchers in education have recognized that parental involvement directly affects educational outcome (Fan. W., Williams, C.M., 2009). In fact, studies have revealed a correlation so remarkable between supportive parental participation in education and academic achievement that the No Child Left Behind Act has included directives that require schools to provide opportunities that encourage parental involvement. Children who are reared by authoritative parents, experience this type of involvement. The enthusiasm that parents show toward their children’s education helps to create an environment for their children that encourages self-motivation (Creekmore, J, 2010). Open communication and encouragement inspires the child to have positive social and academic goals. With parental guidance and parenting methods that foster autonomy in their children, they experience intrinsic motivation to achieve their objectives because the motivation to do so comes from within. Academic success is driven by what the child desires for himself.
Although studies show a strong relationship between attendance, graduation rate, grades and parental involvement, too much involvement may actually have a negative impact on motivation (Fan. W., Williams, C.M., 2009) . For example, when parents initiate frequent contact with school faculty, this may actually reduce motivation and have adverse affects on student independence. Authoritative parents practice a parenting style that encourages autonomy where as authoritarian parents may frequently check up on their kids and attempt to control their school environment (Diana, n.d). Permissive parents demonstrate little to no school involvement which causes a lack of motivation in their children.
Unlike children of authoritative parents, motivation in children of parents with alternate parenting styles comes from external forces (Creekmore, J. 2010). Permissive parents may bargain and bribe their kids, while children of authoritarian parents may use punishment and threats. While these methods may illicit short-term results, overall children who experience self efficacy and self motivation are more likely to achieve lasting results. Children who experience a balance in guidance, independence and attention from their parents are more likely to make wise choices for themselves, without constant demands from their parents. With regard to education, children who demonstrate long term academic achievement understand the value of their education and find enjoyment in the subject matter. This is the essence of motivation that is inherent and it is recognized in teaching models as a key to student success. These parental attributes are the hallmark of authoritative parents and are key factors in the academic achievement of their children.
Baumrind’s study of pre-schoolers and their parents revealed that most parents demonstrate the characteristics of one of three parenting styles - permissive, authoritarian or authoritative (Diana, n.d.). The results of each of these parenting styles have been further studied and each one contributes to consequences related to social and emotional development in children. Of course, many factors determine overall development in children; therefore, parenting style should not be considered the only determinant of emotional development (Dewar, G. 2011). Nevertheless, the parent-child relationship does largely affect the outcome of the child’s social and emotional growth.
Children reared by authoritarian parents tend to demonstrate lower levels of self-esteem (Dewar, G. 2011). They do fairly well in school but also demonstrate decreased social skills, as well as lower levels of creativity and problem solving abilities. Moreover, their motivation to conform is inspired by extrinsic forces. Children of authoritarian parents seek to avoid punishment therefore, may follow rules only when they fear getting caught. Think of how people behave while driving. We have rules that we must follow and for the most part, we obey speed limits, traffic lights, and no u-turn laws…usually. Yet, most of us are guilty of making an occasional illegal u-turn, speeding or talking on our cell phones in restricted areas. Our motivation to hit the brakes occurs when we spy a police car discreetly tucked away on the side of the highway. We behave out of the fear of consequences. As effective as this is in forcing us to follow the rules, we don’t truly believe in them otherwise we would self-govern and abide by the laws of the road all the time. On the contrary, many of us have read the reports of cell phone usage and traffic accidents. We believe that talking or texting while driving poses a threat; therefore, we refrain from this behavior purely because we consider it to be dangerous. Our incentive to abide by the law in this case is self-imposed based upon our motivation to follow a rule that we believe in. We are more inclined to consistently behave when the motivation to do so is intrinsic, based upon our belief system, rather than what is imposed upon us. But sometimes too much freedom has the opposite effect on children (Dewar, G. 2011) .
Permissive parents are on the opposite end of the continuum from authoritarian parents (Diana, n.d). In these households, the children set the pace and the parents respond rather than the other way around. Permissive parents are affectionate and friendly toward their children, but have little to no expectations of behavior. These children display higher levels of self-esteem and resourcefulness than those reared in authoritarian households, but they also lack self-control and motivation (Dewar, G. 2011). The lack of boundaries and expectations creates children that are impulsive and oftentimes they receive guidance from peers rather than parents which could lead to misguided goals. Referring back to the example of traffic laws, if we had no speed limits and no inspiration to yield the right of way, a different problem would arise. Not only would our driving be hazardous, but if we lacked a concept of why the rules of the road are important, we would have no incentive to be cautious. Without an understanding of the importance of education and with little guidance toward appropriate ambitions, children of permissive parents dismiss authority, are often devoid of future goals and as a result lack the motivation necessary for academic success (Creekmore, J. 2010).
Studies in the area of parenting style, all seem to agree that the authoritative parenting style is the most effective in overall psychosocial and emotional development (Diana, n.d). Children of authoritative parents understand boundaries and experience healthy levels of self-confidence and ingenuity. They have open communication with their parents and these factors contribute to desirable behavior that is self-driven largely because they experience intrinsic motivation (Creekmore, J. 2010). These children are analogous to the drivers who remain within the speed limit because they believe that speeding poses a risk. They adhere to rules of the road because they understand them, believe in them and if given the opportunity, they would impose the same rules upon themselves, without the watchful eye of law enforcement. These are the children who are successful in school because their motivation comes from within. It comes from beliefs about their future that are based upon an understanding and agreement with the guiding principles of their parents (Creekmore, J. 2010).
Researchers in education have recognized that parental involvement directly affects educational outcome (Fan. W., Williams, C.M., 2009). In fact, studies have revealed a correlation so remarkable between supportive parental participation in education and academic achievement that the No Child Left Behind Act has included directives that require schools to provide opportunities that encourage parental involvement. Children who are reared by authoritative parents, experience this type of involvement. The enthusiasm that parents show toward their children’s education helps to create an environment for their children that encourages self-motivation (Creekmore, J, 2010). Open communication and encouragement inspires the child to have positive social and academic goals. With parental guidance and parenting methods that foster autonomy in their children, they experience intrinsic motivation to achieve their objectives because the motivation to do so comes from within. Academic success is driven by what the child desires for himself.
Although studies show a strong relationship between attendance, graduation rate, grades and parental involvement, too much involvement may actually have a negative impact on motivation (Fan. W., Williams, C.M., 2009) . For example, when parents initiate frequent contact with school faculty, this may actually reduce motivation and have adverse affects on student independence. Authoritative parents practice a parenting style that encourages autonomy where as authoritarian parents may frequently check up on their kids and attempt to control their school environment (Diana, n.d). Permissive parents demonstrate little to no school involvement which causes a lack of motivation in their children.
Unlike children of authoritative parents, motivation in children of parents with alternate parenting styles comes from external forces (Creekmore, J. 2010). Permissive parents may bargain and bribe their kids, while children of authoritarian parents may use punishment and threats. While these methods may illicit short-term results, overall children who experience self efficacy and self motivation are more likely to achieve lasting results. Children who experience a balance in guidance, independence and attention from their parents are more likely to make wise choices for themselves, without constant demands from their parents. With regard to education, children who demonstrate long term academic achievement understand the value of their education and find enjoyment in the subject matter. This is the essence of motivation that is inherent and it is recognized in teaching models as a key to student success. These parental attributes are the hallmark of authoritative parents and are key factors in the academic achievement of their children.