Master's Theses


Advanced Education Programs

Degree Name

Education Specialist (Ed.S)


The present study examined the relations among parenting style, self-concept, and academic achievement in adolescents. Specifically, various domains of self-concept (Total, Behavioral Adjustment, Intellectual and School Status, Physical Appearance and Attributes, Freedom form Anxiety, Popularity, and Happiness and Satisfaction) were explored to examine their relations to academic achievement and parenting style (authoritative, authoritarian, permissive-indifferent, and permissive-indulgent). Participants were 79 students form a public high school in rural Kansas. They completed a demographic information sheet, the Steinberg parenting Style Questionnaire, and the Piers Harris 2 Children’s Self-Concept Scale. Overall, academic achievement was significantly related to parenting style, and academic achievement was also significantly positively correlated to overall self-concept. Children form authoritative homes had significantly higher academic achievement than children from permissive-indulgent parents. Parenting style had a significant impact on the specific self-concept domains of Behavioral Adjustment and Intellectual and School Status. Children form authoritarian parents had higher Behavioral Adjustment scores than children from permissive-indulgent and permissive-indifferent parents. In addition, children form authoritative parents had higher Intellectual and School Status scores than children form permissive-indulgent parents. Finally, parental warmth had a significant impact on the Behavioral Adjustment, Intellectual and School Status, and Freedom from Anxiety domains of self-concept, and parental control significantly impacted the Behavioral Adjustment domain.


Carol L. Patrick

Date of Award

Summer 2006

Document Type

Thesis - campus only access


© 2006 Stephanie L. Crist


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