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Are Associations Between Parenting Style and Academic Achievement Moderated by Ethnicity and Individualism-Collectivism? Thiago L

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Are Associations Between Parenting Style and Academic Achievement Moderated by Ethnicity and Individualism-Collectivism? Thiago L Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Are Associations Between Parenting Style and Academic Achievement Moderated by Ethnicity and Individualism-Collectivism? Thiago L. De Oliveira Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Psychology Commons, Educational Sociology Commons, and the Social and Philosophical Foundations of Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Thiago De Oliveira has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Brad Bell, Committee Chairperson, Psychology Faculty Dr. Maxwell Rainforth, Committee Member, Psychology Faculty Dr. Abby Harris, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Abstract Are Associations Between Parenting Style and Academic Achievement Moderated by Ethnicity and Individualism-Collectivism? by Thiago Louis Bomfim De Oliveira MA, Amberton University 2010 MA, Amberton University 2008 BA, Dallas Baptist University, 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University May 2015 Abstract Researchers have long been concerned in documenting the nature of associations between parenting styles and academic achievement in adolescents. Social learning theory has shown how domains such as individualism, collectivism, and ethnicity are associated with parent behavior. Research suggests compatibility between individualism and authoritative parenting and collectivism with authoritarian parenting styles, which could have critical implications in the relationship between parenting styles and academic achievement. Despite the robust research on parenting styles, no research has investigated the moderating roles of individualism and collectivism. Thus, the purpose of this study was to determine the associations between parenting style and academic achievement and whether some of the associations were moderated by ethnicity, individualism, and collectivism. The sample consisted of 225 parents who were recruited via an online newsletter sent by school personnel. Parenting styles were measured by the Parenting Styles and Dimensions Questionnaire while individualism and collectivism variables were measured by the Self-Construal Scale. Correlation coefficients calculated the associations between parenting styles and academic achievement, while the regression analyses addressed the moderator hypotheses. Authoritative parenting had a significant positive correlation with GPA, while both authoritarian and permissive parenting styles had a significant negative correlation with GPA. Within the moderator hypotheses, neither ethnicity nor individualism and collectivism served as a significant moderator between parenting styles and GPA. These findings may inform parents and educators of the importance of parenting styles on education, beyond the explanatory power of ethnicity or value system. Are Associations Between Parenting Style and Academic Achievement Moderated by Ethnicity and Individualism-Collectivism? by Thiago Louis Bomfim De Oliveira MA, Amberton University 2010 MA, Amberton University 2008 BA, Dallas Baptist University, 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University December 2015 Dedication I would like to dedicate this dissertation to several significant people in my life. First to my mother, Monica Oliveira Hewitt, and my father, Carlos Oliveira. Your words of wisdom, encouragement, and guidance have given me strength to go beyond what I thought possible. I still remember my mother’s advice, “Always finish what you start,” and my father’s council, “Do everything in excellence,” and how they ring true, even as I write these words. To my amazing and talented wife, Ryan Oliveira, I love you. Thank you for your constant support and affection throughout this journey. I could not have accomplished this without you. To my wonderful son, Henry Oliveira, you are my pride and joy. I hope you use this achievement as an example of what can be accomplished with perseverance and dedication. I would like to take this opportunity to thank Dr. Brad Bell for his constant attention to detail and his wise counsel throughout my progress. I would also like to thank Dr. Maxwell Rainforth and the rest of the committee for their support and input on this dissertation. To my family, friends, and previous professors, thank you for your patience, support, and instruction throughout my educational path. Finally, I offer this accomplishment to the One that has given me life and purpose. Thank you Lord for your strength. Your words in Jeremiah have continually reminded me: “For I know the plans I have for you," declares the LORD, "plans to prosper you and not to harm you, plans to give you hope and a future”. Table of Contents List of Tables .......................................................................................................................v Chapter 1: Introduction to the Study ....................................................................................1 Background ....................................................................................................................1 Problem Statement .........................................................................................................5 Purpose of the Study ......................................................................................................6 Research Question(s) and Hypotheses ...........................................................................7 Theoretical Foundation ..................................................................................................8 Nature of the Study ........................................................................................................9 Definitions....................................................................................................................10 Assumptions .................................................................................................................12 Scope and Delimitations ..............................................................................................13 Limitations ...................................................................................................................14 Significance..................................................................................................................15 Summary ......................................................................................................................19 Chapter 2: Literature Review .............................................................................................21 Introduction ..................................................................................................................21 Parenting Styles ...........................................................................................................23 Authoritative Parenting Style ................................................................................ 24 Authoritarian Parenting Style ............................................................................... 26 Permissive Parenting Style ................................................................................... 28 Neglecting Parenting Style ................................................................................... 29 i Parent Involvement ............................................................................................... 30 Parenting Styles and Academic Achievement .............................................................33 Individualism and Collectivism ...................................................................................40 Dimensions of Individualism and Collectivism .................................................... 44 Individual-Level I/C.............................................................................................. 45 Individual-Level I/C and Academic Achievement ......................................................47 Summary and Conclusions ..........................................................................................49 Chapter 3: Research Method ..............................................................................................53 Introduction ..................................................................................................................53 Research Design and Rationale ...................................................................................53 Methodology ................................................................................................................55 Sampling and Sampling Procedures ............................................................................55 Power Analysis ....................................................................................................
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