Effect of Positive Parenting Styles as Perceived by Middle School Students on Academic Achievement and the Mediation Effect of Self-Esteem and Academic Engagement

Jhong Yun (Joy) Kim and Eunbee Kim
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Jhong Yun (Joy) Kim: BK21FOUR Group of Education, Korea University, 145 Anam-ro, Seoul 02841, Korea
Eunbee Kim: Department of Liberal Arts, Wesley Creative Convergence College, HyupSung University, Hwaseong 18330, Korea

Sustainability, 2021, vol. 13, issue 23, 1-13

Abstract: This study aimed to identify how positive parenting styles as perceived by middle school students affect their academic achievement and to assess the mediation effect of self-esteem and academic engagement. Data concerning 2590 middle school first graders were obtained from the South Korea Children and Youth Panel Survey 2018, and data analysis was undertaken using the SPSS21.0, AMOS22.0, and PROCESS macro programs. This study identified significantly positive effects of positive parenting styles and academic engagement on self-esteem, and of academic engagement on academic achievement. Furthermore, self-esteem and academic engagement had a mediating effect on the relation between positive parenting styles and academic achievement. Therefore, educators should develop programs that improve positive parenting styles, and specific programs for middle school students to enhance their academic engagement and self-esteem.

Keywords: middle school students; parenting style; self-esteem; academic achievement; academic engagement; social emotions; performance (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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