Predicting student’s academic competence based on parenting styles, perceived self-efficacy and emotion regulation

Numerous studies have examined academic competence, parenting styles, perceived self-efficacy, and emotion regulation. But research that focuses on predicting academic achievement based on parenting styles, perceived self-efficacy, and student emotion regulation has been neglected.

The aim of this study was to predict studentschr('39') academic competence based on parenting styles, perceived self-efficacy and emotion regulation.

The research method was descriptive correlational. The statistical population of the study included all male high school students in the city of Karaj in the academic year of 1398-1399. 320 students were selected by multi-stage cluster sampling. The present research instruments were DiPerna and Elliottchr('39')s (1999) Curriculum Assessment Scale, Bamrindchr('39')s Childhood Styles Questionnaire (1972), Sherrchr('39')s General Self-Efficacy Questionnaire (1982), and Gross & Johnchr('39')s Emotional Regulation Questionnaire (2003). Data analysis was performed using correlation coefficient and regression simultaneously.

There is a significant positive relationship between authoritarian parenting style, perceived self-efficacy and emotional market marketing with academic competence (p< 0/05). There was also a significant negative relationship between authoritarian parenting style and academic competence (p< 0/05). The results of multiple regression analysis showed that the The variables of parenting style, perceived self-efficacy and emotion regulation have the ability to predict 60% of academic competence.

Parenting styles, perceived self-efficacy, and emotion regulation were able to predict academic competence among students.