THE RELATIONSHIP BETWEEN PARENTING STYLES, ACADEMIC ACHIEVEMENT AND BEHAVIORAL PROBLEMS OF PRIMARY STUDENTS IN MACAO

Parenting styles may have various effects on children’s development and
educational outcomes, particularly a relationship with behavioral problems and
academic achievement. This study examines the relationship of between parenting
styles, behavioral problems and academic achievement. A cross-sectional and
questionnaire-design (Parenting Style Scale (Saunders et al., 2013); Strength and
Difficulties Questionnaire (Goodman & Goodman, 2009; Goodman, 1999; Goodman,
1997)) study was used with a sample total of 98 parents with the eldest child of the
family aged between six to twelve. Results of the findings are mainly inconsistent with
the majority of literature. Indulgent and authoritative parenting are the predominant
parenting styles, yet parenting styles does not relate to academic achievement. On the
other hand, the correlation between behavioral problems, specifically prosocial
behaviors and academic achievement are moderate. Furthermore, there is no difference
between the type of behavioral problems according to gender.
In further studies, a larger sample size, teachers and students as informants, and
the inclusion of the analysis of other factors that could be influencing parenting styles,
behavioral problems and academic achievement are suggested to be considered.