This article develops and tests parenting style and attachment research and evaluates their relationships as well as their effects on a person’s academic achievement. The concept of the possible effects of these variables on the child’s academic achievement has been increasingly investigated over the more recent years. Thus, a focus on college students (N=116) and their experienced parenting style paired with adult attachment style effecting academic achievement as a productive area to study has peaked researchers’ interest. An 18-item of adult attachment scale was used to measure the distribution of attachment styles in college students. A 20-item academic achievement scale is used along with a most recent GPA to determine academic achievement. Lastly, a total of 30 item, parental style questionnaire was used to measure a student-perceived parenting style. The results for the first hypothesis indicated that there was non-significant data in regard to the relationship between participants experiencing authoritative parenting and secure attachment and their relationship with academic achievement. The results for the second hypothesis indicated that there was a non-significant relationship between authoritarian parenting and insecure attachment and their effects on academic achievement,. The final hypothesis states that parenting style combined with the subject’s attachment style has an effect on achievement within the classroom. Due to the various tests run to evaluate this hypothesis, the data has concluded non-significant.
Marion, Sarah, "A+ Child Does Not Equal A+ Parent: Analysis of Parenting Types and Child Attachment Effects on Academic Achievement" (2021). Senior Independent Study Theses. Paper 9508.
Parent Style, Attachment, Academic Achievement
Bachelor of Arts
Senior Independent Study Thesis
© Copyright 2021 Sarah Marion