PARENTING STYLE, SELF - ESTEEM, AND ACADEMIC ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KANO MUNICIPAL LOCAL GOVERNMENT AREA OF KANO STATE
Abstract
This study investigated the relationship between parenting styles, self-esteem, and academic achievement among senior secondary school students in Kano Municipal LGA, Kano State. A descriptive survey design was adopted, with 300 students selected through stratified random sampling from five public senior secondary schools. Data were collected using a validated questionnaire and students' academic records, then analyzed using Pearson correlation and multiple regression. Findings revealed that authoritative parenting style had a significant positive correlation with both self-esteem (r = 0.62, p < 0.01) and academic achievement (r = 0.58, p < 0.01). Conversely, authoritarian and permissive styles showed negative or weak associations with students' academic performance. Self-esteem also significantly predicted academic achievement (β = 0.47, p < 0.01). The study concludes that parenting style plays a critical role in shaping students' self-esteem and academic outcomes. It recommends parent sensitization programs and school-based counseling to promote supportive parenting and enhance students' academic success.
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