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Ife PsychologIA; 19(2), 2011 Copyright © 2011, Ife Center for Psychological Studies & ServicesRELATIONSHIP BETWEEN PARENTING STYLE, FAMILY TYPE, PERSONALITY DISPOSITIONS AND ACADEMIC ACHIEVEMENT OF YOUNG PEOPLE IN NIGERIA ESTHER FOLUKE AKINSOLA (Ph. D.) Department of Psychology University of Lagos, Nigeria Abstract An attempt was made in this study to determine the relationship between parenting styles, family types, personality dispositions and academic achievement of young people. 352 university students (144 males & 208 females) from single parent, monogamous and polygamous families responded to measures of parenting style and some personality variables and their scores on these variables and their academic performances were compared. It was hypothesized that: there would be significant and positive correlations between parenting styles and personality variables of self esteem, need for achievement, locus of control, sense of competence and academic achievement scores; that the personality variables would predict academic achievement of the participants; and that young people from families where authoritative parenting was practiced would report higher levels of the personality variables studied and obtain higher academic achievement The obtained results partially supported the hypotheses and identified type of family as the strongest predictor of academic achievement. The results also implicated authoritative parenting and single parent families in high academic achievement Key words: parenting style, family type, personality dispositions, academic achievement, Nigeria Introduction Parent-child relationships have been consistently associated with children‟s development, adjustment, well-being and educational 246 Ife PsychologIA; 19(2), 2011 attainment (e.g. Thornton, Orbuch, & Axinn, (1995), Orbuch, Thornton, & Cancio, (2001)). They are considered to be the core of family life because parents provide their children with a) social capital for achieving long term goals and outcomes, (Cherlin, Furstenburg, Chase-Lansdale, Kierman, Robins, & Morrison 1991), b) global orientations toward interpersonal and social relationships, (Kirkpatrick, & Hazan, 1994), c) social support and understanding in challenging times such as the adolescent stage. It is through the parent-child relationships that children develop personalities and life sustaining skills that will champion the course of their lives. Parentchild relationship centres on parenting and parental practices which include discipline and control that form part of the strategies that are used to build socio-emotional and cognitive competence in children. Parental practices identified as parenting styles have been categorized into three types (Baumrind, 1971). The parenting styles are authoritarian, authoritative, and permissive. Recently the permissive style has been differentiated into neglectful and indulgent styles, (Maccoby, & Martin, 1983). Authoritarian parenting is restrictive, punitive, and places firm limits and controls on children with little or no verbal exchange. Authoritative parenting on the other hand still puts limits and controls on children‟s actions but allows extensive verbal dialogue which promotes parental responsiveness, and encourages independence, social and cognitive competence, self reliance and social responsibility in the children. Neglectful parents are uninvolved in their children‟s life and this style is associated with social incompetence and lack of self control. Indulgent parents are highly involved with their children but place few or no control on them. This style is also associated with social incompetence and lack of self control (Maccoby, & Martin, 1983, Baumrind, 1971). All these parenting styles involve a combination of acceptance, responsiveness, demand and control. It is expected that children brought up under authoritative parenting should exhibit superior or higher levels of the personality dispositions under the present study. Specifically they are expected to score significantly higher on self esteem, locus of control, need for achievement, and sense of competence measures when compared to those brought up under other parenting styles. They are also expected to obtain higher achievement levels. In Nigeria, parental practices embrace all the parenting styles with emphasis on obedience and compliance with parental instructions. 247 the predominant types of family include monogamous family. It is therefore expected that children in families whether functional or dysfunctional but where the attributes of authoritative parenting are practiced would demonstrate higher levels 248 . Researches appear to be scanty on the relationship between families and personality dispositions on the one hand and families and achievement on the other hand. Akinsola. (father.: Parenting Style. found no such association. F. while the last type is regarded as dysfunctional. personality characteristics. They then reasoned that families can be dysfunctional in many ways and that some form of dysfunctionality may actually enhance some positive traits and behavioural patterns in children from such families. child behaviour and attitude (e.g. The first two types of family are regarded as functional families. low autonomy. 2010a). 2005b). & Siefen (2010). polygamous family. 2010a). In their own study they found no indication that adolescents with high compulsiveness came from dysfunctional families. 2005a. reported that children of mothers who reported low self evaluation in parenting and had external attribution in parenting exhibited significantly higher externalizing behaviour than children whose mothers reported high self evaluation in parenting and had internal attribution in parenting. and their children). and single parent family. permissive and promiscuous sexual attitudes. In another study (Adejuwon. Adejuwon (2005a) in his study found identity formation to be high with low parental demandingness. and high parental responsiveness. and low parental responsiveness. 2005b. and identity formation to be low with low parental demandingness. Furnham.Akinsola. Family Type. Akinsola. (father. However Kirkcaldy. However few have examined the relationship between dysfunctional families and mental health. Some studies have examined the relationship between parenting styles. low autonomy. two or more mothers and their children). while authoritarian parenting correlated positively with liberal. implying that parental responsiveness is a key factor in identity formation of Nigerian youths. Personality Disposition and Academic Achievement Research evidence has indicated that authoritative and authoritarian parenting styles as well as their hybrid are significantly practiced by Nigerian parents (Akinsola. E. In one of such studies Steketee & van Noppen (2003) found an association between compulsivity and high dysfunctionality within families. mother. Adejuwon. (one parent and the children). (2010a) in her study reported that authoritative parenting correlated positively with restraint sexual attitude and negatively with liberal and loose attitudes. In Nigeria also. in his own study reported a significant and inverse correlation between self esteem and depression. believing that one is a person of worth". & Shenge (2000) in their study reported significant effect of self esteem on attitude towards foreign products. Those participants with high self esteem had more negative attitudes towards foreign products. Specifically she found that students from Christian university who reported higher levels of self esteem also reported lower levels of emotional distress. Self Esteem Self esteem has been globally defined by Rosenberg (1985 p. Participants who exhibited higher self esteem scored significantly lower on depression 249 .Ife PsychologIA. Copeland. Olley & Sholuwa.g. Luster and McAdoo. (2000). Olley & Sholuwa (2000). 2011 of personality dispositions under study as well as higher achievement levels. Coopersmith. Other studies on self esteem include (Kenku. Similarly some researches have identified correlates of self esteem to include family relationships (e. evidence of harmony in the home. Balogun & Shenge. (2010b). Coopersmith. Global self esteem has been linked with mental health. Akinsola (2010b) in her study reported that self esteem correlated positively with perceived control and communal strength and negatively with emotional distress for the university students studied. Balogun. Lawal (2010). Kenku. 19(2). and Okhakhume. in their own study reported positive and significant correlation between self esteem and healthy sexual behaviour. Demo. self esteem and some demographic variables jointly and significantly predicted sexual attitudes of polytechnic students. 1967. Lawal. 210) as "the feeling of being satisfied with oneself. Shope and Dielman 1997). concern about their children‟s problems. Akinsola. academic achievement and social relationships (for example Zimmerman. Laurel. (2000). Small and Savin Williams 1987). Participants who had high self esteem were found to engage in safe and healthy sexual behaviour in order to enhance their health and well being. 1995. In one of such studies. Okhakhume (2000). Furthermore she found that self esteem was the strongest predictor of emotional distress for Christian university students. Students who are more religious tend to have higher self esteem and are more conservative in their sexual attitudes. and by Harter (1990 pp 67) as "the overall value that one places on the self as a person. in his study found that religiosity. (1967). reported that children‟s high self esteem was associated with parental attributes which include expression of affection. (2010). (2000). participation in joint family activities and setting clear and fair rules. Studies that have investigated some correlates of locus of control include those of Adebayo (1999). Adebayo (1999). and be able to predict what happens to them. The implication here is that self esteem and internal locus of control have strong effects on 250 . Idemudia.Akinsola. Family Type. It is expected that people with high need for achievement would have high achievement motivation and high self esteem Sense of competence in the context of this study is reflected in how one feels about one‟s intellectual capability and academic pursuits. F. in his study found strong and significant interaction between self esteem. and they can influence events which they perceive themselves to be competent in. Those characterized by external locus of control usually attribute events around them to forces beyond their control and such forces are externally located.: Parenting Style. sense of competence. People characterized by internal locus of control usually feel that they have control over situations around them. Need for Achievement & Sense of Competence Akeredolu – Ale (1973). Ekore (2000). and need for achievement in relation to perception of business success. Locus of Control Rotter (1990). in his theory of locus of control explains that people‟s attitudes and behaviour will to some extent be influenced by their control expectancies. described achievement motivation as the force in the individual which makes one to strive or work hard towards the attainment of desired goal. E. & Ilora (2000). Babalola (2000). Personality Disposition and Academic Achievement scale. in his study reported significant correlations between self esteem and effort to perform on one hand and between locus of control and performance to outcome on the other hand for both male and female managers. In an attempt to determine the correlates of perceived business success. High need for achievement was found to be strongly associated with perception of business success. The results of the studies on self esteem reviewed above tend to suggest that high self esteem can serve as a buffer for healthy behaviour and facilitate academic achievement. It was also discovered that high self esteem promoted better perception of business success in individuals with high need for achievement and low sense of competence. Specifically he found that people with high need for achievement and low sense of competence tended to perceive their businesses as more successful compared to those with low need for achievement and low sense of competence. Adebayo. Arogundade & Itua (2010). sense of competence. 19(2). Ekore (2000) in his own study reported that employees who identified more with internal locus of control were more obedient to authority than others in that they scored significantly higher on conformance scale. and academic achievement. 251 . and achievement when compared to participants from families where other parenting styles were practiced.Ife PsychologIA. 2 Participants from families where authoritative parenting style was practiced would report higher levels of self esteem. In this regard the following hypotheses guided the study. The aim of the present study therefore was to determine the relationship between these personality dispositions. Idemudia. locus of control. Hypotheses 1 Authoritative. authoritarian. locus of control. parenting styles. in their study found positive and significant correlations between locus of control. In addition they reported that locus of control and self esteem jointly and significantly predicted teachers‟ frustration. locus of control. need for achievement. self esteem and organisational frustration of teachers. Adebayo & Ilora (2000). and authoritative/authoritarian hybrid parenting styles would be significantly represented in the present sample studied. need for achievement. and sense of competence would predict academic achievement such that participants from monogamous families and those with higher levels of the personality variables under study would also obtain higher levels of achievement. need for achievement. They also found that employees with higher self esteem perceived less job tension than those with lower self esteem. 4 Type of family. Arogundade & Itua (2010). 3 There would be positive correlations between self esteem. sense of competence and academic achievement. 2011 motivational beliefs and consequently on performance. in their study found that internally oriented employees perceived less job tension than externally oriented employees. self esteem. Some of the findings of the studies reviewed here suggest some relationship between the personality dispositions being studied and the motivation to succeed or/and success as well as organisational frustration. Therefore any score that is higher than 15 is taken as permissive score. F. and sense of competence. ” My parents really expects me to follow family rules”. E. Baumrind (1971) reported an internal consistency alpha coefficient of . need for achievement. originally developed by Baumrind. The students from both universities were sampled on the basis of availability.item parenting care scale. All the participants were full time students in their respective universities. both in Nigeria. Academic achievement was measured by the number of courses passed by the participants in each of the academic years they have being in the university. (2002) obtained a concurrent validity coefficient of . any score that is higher than 18 is taken as authoritarian. They were undergraduate students studying psychology. For 252 . and a Federal University in Lagos State. locus of control.: Parenting Style. and they were selected from 100 to 400 level. the number of items is five. Consequently for authoritarian (6 items). The ages of the participants ranged from 18 to 32 years. 144 of the participants were males and 208 were females. Measures Parenting Style Parenting style was measured with a 20 . (1971). 5 of the items measure permissive style. Personality Disposition and Academic Achievement Methods Participants and Procedure Participants in this study were made up of 352 students from a Private University in Ogun State. For permissive style. If a participant is uncertain for all the items his score would be 15. However the parenting style scale used for the present study contains items from Baumrind‟s version and items from Rohner‟s (1990) acceptance . and for authoritative (9 items) any score that is higher than 27 is taken as authoritative. self esteem. This differs from the responses to the scale items in Baumrind‟s version which is a “yes” or “no” response. namely Covenant University Ota. The participants completed a written questionnaire that contained biographical information section and measures of parenting style. namely University of Lagos.Akinsola. by correlating it with index of family relations. Family Type. My parents give me a lot of freedom”. Examples of the items in the scale include “ My parents respects my privacy”. and Omoluabi. 6 items measure authoritarian style and 9 items measure authoritative style. In addition participants‟ responses to the scale items in the present study varied according to the five point Likert Scale from strongly agree to strongly disagree on a scale of 1 to 5.rejection questionnaire.73 for the same scale.86 for this scale. a 5 weeks interval test retest reliability coefficient of 0.28 was obtained. Responses to the scale items varied according to the five point Likert Scale from strongly agree to strongly disagree on a scale of 1 to 5. “A great deal of what happens to me is probably a matter of chance” Responses to the items varied according to five point Likert Scale from strongly agree to strongly disagree on a scale of 1 to5. reported a reliability coefficient of 0.60. It was revised and shortened to a 9 . 253 .22. Authoritative r = 0.70. recorded a coefficient alpha of 0. Onakoya (2002).item forced choice with Likert type response categories. Franklin. The authors reported internal consistency coefficient of 0. Locus of Control Locus of control was measured with an 11.79 among bank officials. “ I try to lead any group I find myself in”.item scale developed by Craig.35. 2011 the scale used for this study. & Andrews (1984).56 was obtained. The negative items were reversely scored. Examples of items in the scale include “ Mistakes and problems are my responsibilities to deal with”.71 and split half reliability coefficient of 0.27 and stability coefficient of 0. Babalola (2000).67. In the present study.58. 19(2).80 Self Esteem Self esteem was assessed using a 15 item scale developed by Adanijo and Oyefeso (1986).79 was reported for the scale. A coefficient alpha of 0. Examples of the scale items include “My effort always produces poor result”. In the present study a 5 week interval test retest reliability coefficient of 0. In the present study a 5 week interval of test retest reliability analysis yielded a coefficient of 0. Need for Achievement The scale used to measure need for achievement was originally developed by Edward (1954) as a 15. Oyefeso (1988). reported a convergent validity of 0. Babalola (2000) reported reliability coefficient of 0. Authoritarian r = 0.item scale by Oyefeso (1988) Examples of the scale items include “ I like to do my very best in whatever I undertake” I like to solve puzzles and problems that other people have difficulty with” Responses to the scale items varied according to the five point Likert Scale from strongly agree to strongly disagree on a scale of 1 to 5.Ife PsychologIA. The negative items were scored in a reverse order.74. the following correlation coefficients were obtained for a 5 week interval test retest reliability analysis: Permissive r = 0. Stepwise multiple regression analysis was carried out to determine the influence of the personality variables and type of family on academic achievement. one based on economic activity data: r = 0. The negative items attracted reverse scoring such that the higher the score the more competent the participant. F. The scale was originally developed by Wagner & Morse (1975).59 p<. Pearson correlations were computed to assess the relationship between the variables.77 was obtained. Responses to the scale items varied according to five point Likert Scale from strongly agree to strongly disagree on a scale of 1 to 5. “Academic work makes me tense and anxious”. Family Type. Personality Disposition and Academic Achievement Sense of Competence Sense of competence was assessed with a 10-item scale. Percentage of achievement was arrived at by dividing the number of courses passed by the total number of courses taken. Academic Achievement Academic achievement was measured by the number of courses passed in each academic year.: Parenting Style. Scheffe test for multiple comparisons of mean scores for both parenting styles and family types were calculated. In the present study a 5 weeks interval test retest reliability coefficient of 0.001 and the other on critical incidents: r = 0.001. Wagner & Morse (1975) reported significant correlation coefficients between individual sense of competence and two performance rankings. Descriptive Statistics The means and standard deviations for all participants under each of the parenting styles as well as the number and percentages of participants under each are presented in table 1. Examples of the scale items include “My academic career offers me a chance to test myself and prove my ability”. The two tables are presented below: 254 . Results The means and standard deviations for all participants under each of the parenting styles and family types were calculated as well as the number and percentages of participants under each. Scheffe test for comparisons of mean scores of participants under the parenting styles are presented in table 2. E.Akinsola.67 p<. and reduced by Synder & Morris (1978) to ten items. 2011 Hypothesis 1: Authoritative. Dev.1 2. Error of Mean Sense of Competence 33.49 35.1 11.31 Self Esteem 43.89 41. or 61.03 9.89 0. Error of Mean Authoritarian& Authoritative Mean: Std.02 Std.Deviation: Std.032 In table 1 the highest number of participants (215.40 0. or 9.41 0.75 6.80%).0 32 Critical x2 = 1.35 40.86 41. need for achievement.16 0. and authoritative/authoritarian hybrid parenting styles would be significantly represented in the present sample studied.77 No % & x2 9.82 0.97 5. This result confirms hypothesis 1 and reinforces an earlier documentation of the existence of the hybrid parenting style in Nigerian family system.* P<.81 9.Ife PsychologIA. or 29.05 Hypothesis 2: Participants from families where authoritative parenting style was practiced would report higher levels of self esteem.97* 105 29. Error of Mean Authoritative Mean: Std.42 35. Std.68 43. Dev.28 4.22 0.24 0.Deviation: Std.44 0. 255 .10%) fell under authoritative parenting style.65 P value 0.40 8. Std.29 40. This is followed by the hybrid combination of authoritarian and authoritative parenting style (105. Table 1.84 0.51 41.23 Locus of Control 42. Table 2: Scheffe test for multiple comparisons of mean scores for parenting style Variable Self Esteem Parenting style Authoritative Authoritative/ Authoritarian Combination N 215 105 Mean 43.8 5. Error of Mean 0.98 86.70 5.41 0.60 87.05* 215 61.38 1.82 T 2.27 0.41* 352 100. In table 2.02 8. 19(2).00 3. From this result the three parenting styles are significantly represented in the sample studied.645.54 14.29 5.44 Std. Deviation 9.72 14.96 5.02 1.64 0.24 6. Means and Standard Deviations for All Participants and Parenting Styles Parenting Styles Authoritarian Mean: Std.10%). Error of Mean Total Mean: Std.84 4. 28 Academic Achievement 85.40 87. when compared to participants from families where other parenting styles were practiced.06 35. authoritarian. sense of competence.64 41.20 0. The next in number is authoritarian parenting style (32.18 0.14 14.82 43.68 39.18 0.40 0.75 14.60 4.02 0.73 2.50 1.89 9.49 Need for Achievement 40.30 4.12 5. locus of control.43 39. 0 0 256 .14 14.97 35.40 0.74 4.22 35 2 100.77 2.38 Self Estee m 43.29 0.33 15. Scheffe test for comparisons of mean scores of participants for academic achievement according to type of family are presented in table 4.22 4.34 15. Error of Mean Total Mean: Std.08 1.40 5.24 9.87 No % Single Parent (1) Mean: Std. Deviation Std. Personality Disposition and Academic Achievement and for self esteem variable.81 8.05.40 87. Family Type.35 0. E.31 42.98 58 16.53 0.28 83.65 5.18 0.65 0.73 4. Deviation Std.57 84.03 9.32 0.65 0. This result offer partial support for hypothesis 2 but only for self esteem variable.45 1.24 0.73 0.95 6.28 7.84 0. Deviation: Std. F. participants brought up under authoritative parenting scored higher than those brought up under the hybrid parenting style.62 41.20 0.51 39. and this difference is significant.12 5.23 4.62 42.Akinsola.61 42.98 3. The implication is that participants brought up under authoritative parenting style demonstrated higher levels of self esteem than participants brought up under other parenting styles. Error of Mean 25 1 71.97 0.49 39.35 Academic Achievemen t 88.35 0.: Parenting Style.01 40. Error of Mean Polygamous (3) Mean: Std.31 34.61 Need for Achievemen t 39. The two tables are presented below: Table 3. P<.24 4.70 5.04 0. Means and Standard Deviations for Participants according to Type of Family Type of Family Sense of Competenc e 35.23 41. The means and standard deviations for all participants according to type of family as well as the number and percentages of participants under each are presented in table 3.48 33.44 13.27 Locus of Contro l 41.68 1. Deviation: Std.83 0.77 43 12.29 43.84 4. Error of Mean Monogamous(2 ) Mean: Std. sense of competence and academic achievement.046 0.22%). 19(2). The differences in their achievement levels are significant. P<.83 15.44 83.87 2. need for achievement. locus of control.31%) came from single parent families. 2011 Table 4: Scheffe test for multiple comparisons of mean scores for type of family Variable Academic achievement Type of Family Single Parent Monogamous Single Parent Polygamous N 251 58 251 43 Mean 88.08 13.98 0.Ife PsychologIA. Pearson correlations between the variables were computed and the results are presented in table 5 below: Hypothesis 3: There would be positive correlations between self esteem.48%).77 Std. Deviation 13. followed by those from polygamous families (43 or 12.87 1.029 In table 3 above the highest number of participants (251 or 71. 257 .83 15. More interesting is the fact that the participants from single parent families also attained higher levels of academic achievement when compared to participants from monogamous and polygamous families (table 4 above).40 T 2.34 88. That the highest number of participants came from single parent families is an interesting and surprising finding given the fact that single parent families are regarded as dysfunctional families.44 84. Error of Mean 0.05.33 Std. This is followed by those who came from monogamous families (58 or 16.00 2.19 P value 0. 139** Type of Family Parenting Style .124* Sense of competence Self Esteem Need for Achievement Locus of control Type of Family Parenting Style Academic Achievement Sense of Competence Self Esteem Need for Achievement Locus of Control ..264** .028 .001 .007 . Personality Disposition and Academic Achievement Table 5: Matrix of Pearson Correlation between the Variables Variables Academic achievement .Akinsola.219** .: Parenting Style.048 .085 . F.187** .041 .266** .240** .244** .033 ..089 .01 258 ..123* .05 ** P < 0.365** ..051 . E..082 - * P < 0. Family Type.385** .. 068 13.Ife PsychologIA. Self esteem. Predictors (constant).448 1 1 1 350 349 348 Sig.631 6.708 5.955 13. locus of control.02 a.001 0. Sense of competence b.061 0. 19(2).283 0. Sense of competence. Sense of competence. Locus of control correlated significantly and positively with self esteem.867 R2 Change 0. sense of competence and academic achievement.066 0.045 0. need for achievement and sense of competence. need for achievement. stepwise multiple regression analysis was carried out and the results are presented in tables 6 & 7 below: Hypothesis 4: Type of family. Predictors (constant). locus of control and academic achievement. locus of control. Error of Estimate 14. F change 0. and sense of competence. Table 6: Stepwise multiple regression analysis model summary R2 Model 1 2 3 R 0. 2011 A look at table 5 shows that type of family correlated significantly and negatively with academic achievement. and positively with sense of competence.014 Change Statistics F df1 df2 Change 17. In order to determine the relative contributions of the variables in predicting academic achievement.048 0.219 0.257 0. Type of family Dependent Variable: Academic Achievement 259 . Self esteem c. need for achievement. locus of control. Parenting style correlated significantly but negatively with self esteem.01 0.048 0.080 Adjusted R2 0. Academic achievement correlated significantly but negatively with type of family. Predictors (constant). Self esteem correlated significantly and positively with need for achievement. These results confirm hypothesis 3.072 Std. and sense of competence would predict academic achievement such that participants from monogamous families and those with higher levels of the personality variables under study would also obtain higher levels of achievement. self esteem. Sense of competence correlated significantly and positively with self esteem. Need for achievement correlated significantly and positively with self esteem. self esteem and need for achievement.018 0. 02). 2. 3.138 . A look at the adjusted R2 column showed that sense of competence contributed 4.1% and family type contributed 7.120 T 3. and then followed by those from polygamous families.Akinsola.172 0. 1.594 . those brought up under authoritarian parenting recorded higher levels of locus of control.223 2. In addition the Beta column in table 7 above showed that the correlation between sense of competence and academic achievement is the highest followed by that of self esteem.001. self esteem contributed 6.283 B 0. These results also indicated that family type is the strongest predictor of academic achievement. self esteem and type of family.0.01 0.216 .132 0. P<. E.001 0.257 0. F. These contributions are significant (P<.02 Dependent Variable: Academic Achievement The results in table 6 above indicated that the F-ratios for the three models are statistically significant. Young people brought up under authoritarian parenting. The Beta values also indicated that family type is a negative predictor of academic achievement although it is the strongest predictor as shown in table 6.: Parenting Style.334 Sig.01.083 1.425 0. followed by those from monogamous families. participants from single parent families had the highest mean scores in sense of competence. Family Type. In particular. of t 0. self esteem and academic 260 .5%. When the three types of families were considered: Participants from single parent families had the highest mean achievement score. Personality Disposition and Academic Achievement Table 7: Stepwise multiple regression of academic achievement significant predictors Variable Sense of Competence Self Esteem Type of Family Multiple R 0.2. particularly for sense of competence.2.483 Std.219 0. These results partially support hypothesis 4. Discussion Major Findings. P< . and those brought up under the hybrid parenting reported higher levels of sense of competence and need for achievement. authoritative parenting. When compared to other groups: Participants brought up under authoritative parenting reported higher levels of self esteem and attained higher academic achievement.2% of the variance in academic achievement. Error of B 0.064 Beta 0. and their combination were significantly represented in the sample studied. self esteem. locus of control. while those from monogamous families had the highest mean score for need for achievement and locus of control. locus of control. sense of competence. locus of control and need for achievement. need for achievement. need for achievement. By these results the hypotheses that guided this study were differentially confirmed either partially or fully. Self esteem correlated positively and significantly with need for achievement. self esteem. and self esteem predicted need for achievement. and academic achievement. 19(2). self esteem. The pressures to conform and fulfil parental expectations characteristic of authoritarian parenting might have driven this group of participants‟ resolve to succeed at all cost and see themselves as responsible for their success and hence their higher scores for locus of control. locus of control. Academic achievement correlated positively and significantly with sense of competence. which Adejuwon (2005a) found to have strong influence on identity formation. 5. sense of competence. On the other hand the negative impact of authoritarian parenting might have affected the 261 . and need for achievement. self esteem and need for achievement. and self esteem was predicted by parenting style. and need for achievement. Sense of competence correlated positively and significantly with self esteem. and academic achievement. Locus of control correlated positively and significantly with sense of competence. 4. Participants from authoritarian families recorded the highest mean score only for locus of control and least mean scores for sense of competence and academic achievement. Need for achievement correlated positively and significantly with self esteem. Participants from authoritative families were highest in number in the sample studied and they recorded the highest mean scores for self esteem and academic achievement. negatively and significantly with type of family. When all the measures were considered: Parenting style correlated negatively and significantly only with self esteem. 2011 achievement. sense of competence and academic achievement. Higher levels of self esteem and academic achievement reported by this group of participants is a reflection of the positive impact of parental responsiveness characteristic of authoritative parenting. and type of family predicted academic achievement. For all participants.Ife PsychologIA. while locus of control was predicted by sense of competence. sense of competence. and these participants had the highest mean academic achievement and sense of competence scores. locus of control. 1999). negatively and significantly with parenting style. single parenthood as a form of dysfunctionality must have potential for enhancing some positive traits and behavioural patterns in children from such homes as demonstrated in this study.Akinsola. Similarly the results also revealed locus of control as the strongest predictors of self esteem. locus of control. In addition and according to Kirkcaldy et. These results are in consonant with previous findings of (Adebayo. This result is surprising especially considering the fact that single parent families are seen as dysfunctional families. sense of competence and academic achievement. Concerning the type of family. E. An explanation for this result could be that in order not to fail on two counts single parents must have concertedly encouraged their children‟s sense of competence and consequently academic achievement by constantly pressurizing them to fulfil parental expectations of school and career success but incorporating parental responsiveness in their pressurizing approach. In this study self esteem was found to correlate significantly and positively with need for achievement. Personality Disposition and Academic Achievement participants‟ sense of competence and academic achievement. although in this study the variables correlated positively. self esteem as a personality trait appears to be assuming a pivotal and mediating 262 . Family Type. This result emphasizes the close relationship between the variables such that the development of high level of one would promote the development of high level of the other. sense of competence. From these results and available research evidences. motivational beliefs. and performance. it is of note that single parent families had the highest number of participants in the sample studied. while self esteem is the only personality variable predicted by parenting style in this study. Results obtained from the stepwise regression analysis carried out revealed sense of competence. who found perception of business success to correlate significantly and positively with self esteem and need for achievement and negatively with sense of competence.: Parenting Style. and Babalola (2000). It was expected that participants from monogamous and polygamous families which are seen as functional families would have higher achievement scores. who found significant correlations between self esteem. and need for achievement. self esteem and type of family as significant predictors of academic achievement with type of family as the strongest predictor. hence their lower scores in these variables. In addition all the personality dispositions under study correlated with one another significantly.al (2010). F. Such evidences have associated self esteem with emotional distress (Abe. intellectual attainment and success in life. The need for a wider and more extensive study that would allow for the identification and comparison of all the parenting styles in Nigeria is a potential area for further research. that would enhance the development of high self esteem and other personality dispositions in their children. self esteem the strongest predictor of locus of control. In conclusion an attempt was made to document the relationship between parenting styles. 2000). 2005). The findings of the present study that identify self esteem as a strong predictor of academic achievement. 19(2). need for achievement. It is important therefore for parents to incorporate into their socialization practices attributes including parental responsiveness (and not coercion). and locus of control the strongest predictors of need for achievement and sense of competence. sense of competence. 2011 position in the prediction of many psychological variables. Findings from the study indicated that authoritative parenting and single parent families are implicated in high academic achievement. depression (Okhakhume.Ife PsychologIA. overall well-being (Green & Way. and locus of control. further strengthen the central and mediating position of self esteem in many dimensions of human behaviour. 2004). al. 263 . personality dispositions and academic achievement using a sample of Nigerian university students. academic achievement (Zimmerman et. This will pave way for a balanced development of children in terms of psychological well-being. These results suggest the need for parental practices to incorporate personality enhancing attributes and especially parental responsiveness in order to bring about optimal personality and educational attainment in young people. In addition type of family was found to be the strongest predictor of academic achievement. 1997). O. P. (2005a). Joann. 5. Adanijo. 8 (1) pp 154-171. Kierman. 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