A Study of the Relationship between Parenting Styles and Academic Adjustment with the Mediating Role of Patience

This study was aimed at investigating the relationship between parenting styles and academic adjustment while considering the mediating role of patience among the students of Shiraz University of Medical Sciences. The research method was correlational and the statistical population included all the students of Shiraz University of Medical Sciences from among whom a group of 235 students (95 boys and 140 girls) were selected using the relative stratified sampling method. The data collection instruments were the Parenting Styles Scale (Baumrind), the Patience Scale (Khormaei, Farmani and Soltani), and the Academic Adjustment Scale (Baker and Siryk). The results revealed that the indirect effects of authoritarian parenting style (t = 4.06) and authoritative parenting style (t = 4.84) on academic adjustment were 0.07 and 0.08 respectively and were significant at 0.01 level. Also, the indirect effect of permissive parenting style (t = 2.33) was 0.05 and was significant at 0.05 level. The results of path analysis showed that patience plays a mediating role in relation to parenting styles and academic adjustment. Also, the Goodness-of-fit index of the model confirmed the fitness of the model proposed in this research work. The results of the research confirm that parenting styles both directly and indirectly affect academic adjustment with the mediating role of patience. Therefore, the system of education is required to pay attention to parenting styles and patience as factors contributing to academic adjustment more than before.