The Predictive Role of Parenting Style and Personality Traits on the Intellectual Functioning of Secondary School Students in Owerri Municipality
Objective of the study
The primary objective of this study is to examine the predictive role of parenting style and personality traits on the intellectual functioning of secondary school students. Specifically, the study aims to achieve the following objectives:
- To assess the influence of different parenting styles and neglectful, on the intellectual functioning of secondary school students.
- To investigate the relationship between personality traits and the intellectual functioning of secondary school students.
- To explore how parenting style and personality traits interact to predict the intellectual functioning of secondary school students.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
CONCEPTUAL FRAMEWORK
PARENTING STYLE
Parenting style refers to the approach that parents employ in raising their children, encompassing attitudes, behaviors, and practices that shape the parent-child relationship and influence a child’s development. Psychologists have identified several parenting styles, each characterized by distinct parental attitudes and behaviors towards their children.
This style is marked by high levels of warmth, responsiveness, and supportiveness, coupled with clear and consistent boundaries and expectations. Authoritative parents foster independence while maintaining a nurturing environment. Research suggests that authoritative parenting is associated with positive outcomes in children, such as higher self-esteem, better social skills, and academic success (Baumrind, 2021).
Authoritarian parents are characterized by high levels of control, strictness, and adherence to rules, often without much warmth or responsiveness. They prioritize obedience and discipline over autonomy and flexibility. Studies have shown that authoritarian parenting may lead to children with lower self-esteem, higher levels of anxiety, and poorer social skills (Baumrind, 2021).
Permissive parents are indulgent and lenient, setting few rules and boundaries for their children. They are highly responsive and nurturing but may struggle to enforce consequences or discipline. This style of parenting can result in children who lack self-discipline, struggle with authority, and exhibit behavioral problems (Baumrind, 2021).
Uninvolved parents are characterized by low levels of both responsiveness and demandingness. They provide little emotional support, guidance, or supervision to their children, often due to factors such as neglect, apathy, or personal issues. Research suggests that uninvolved parenting can lead to negative outcomes in children, including poor academic performance, low self-esteem, and behavioral issues (Baumrind, 2021).
Each parenting style has its own implications for child development, influencing various aspects of a child’s emotional, social, and cognitive growth. While authoritative parenting tends to be associated with the most positive outcomes, the effectiveness of a parenting style can also depend on cultural factors, individual differences, and the specific needs of each child.
Nayereh & Parisa (2014) showed that parenting styles, decision making self-efficacy and emotional intelligence have role in adolescents career decision making a bout which both parents and counselors play an important role. Emotional intelligence is the importance of concepts such as empathy, understanding, and managing emotions tool stresses, the combination of knowledge and experience of parenting on emotional intelligence and empathy, wisdom and self-direction.
Yusefi et al., (2009) noted that the parenting style construct commonly used in psychology today is based on the work of Diana Baumrind, a developmental psychologist. Baumrind noticed that preschoolers exhibited three different types of behavior. Each type of behavior was highly correlated to a specific kind of parenting. Based on extensive observation, interviews and analyses,
CHAPTER THREE
METHODOLOGY
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from selected secondary schools in Owerri in order to determine the predictive role of parenting style and personality traits on the intellectual functioning of secondary schools. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) selected secondary school teachers in Owerri, Imo state.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 63 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the predictive role of parenting style and personality traits on the intellectual functioning of secondary school students in Owerri municipality. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the predictive role of parenting style and personality traits on the intellectual functioning of secondary school students
Summary
This study was on the predictive role of parenting style and personality traits on the intellectual functioning of secondary school students in Owerri municipality. Three objectives were raised which included: To assess the influence of different parenting styles and neglectful, on the intellectual functioning of secondary school students, to investigate the relationship between personality traits and the intellectual functioning of secondary school students and to explore how parenting style and personality traits interact to predict the intellectual functioning of secondary school students. The total population for the study is 75 selected secondary school teachers, Owerri Metropolis. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
In conclusion, the study on the predictive role of parenting style and personality traits on the intellectual functioning of secondary school students in Owerri metropolis sheds light on the complex interplay between familial factors and individual characteristics in shaping students’ cognitive development and academic performance. Our findings suggest that both parenting style and personality traits independently contribute to students’ intellectual functioning, with authoritative parenting and certain traits such as conscientiousness and openness to experience emerging as significant predictors of academic achievement and cognitive skills
Recommendation
Based on the findings of the study on the predictive role of parenting style and personality traits on the intellectual functioning of secondary school students in Owerri municipality, several recommendations can be made to stakeholders in education, parenting, and policy-making:
- Educate parents and caregivers about the benefits of authoritative parenting, emphasizing the importance of warmth, support, and high expectations in fostering students’ intellectual development. Provide parenting workshops, seminars, and resources that offer practical strategies for implementing authoritative parenting behaviors.
- Offer training programs and support services aimed at enhancing parents’ knowledge and skills in effective communication, discipline, and problem-solving. Encourage parents to engage in positive parent-child interactions, establish clear expectations, and provide opportunities for autonomy and independence.
- Foster the development of positive personality traits such as conscientiousness, openness to experience, and emotional stability in students through school-based interventions, extracurricular activities, and counseling services. Promote self-awareness, self-regulation, and resilience-building strategies to empower students to overcome challenges and achieve academic success.
- Facilitate collaboration between schools, families, and community organizations to create supportive environments that reinforce positive parenting practices and promote students’ intellectual functioning. Establish communication channels, parent-teacher associations, and family engagement programs to foster partnerships and mutual support in promoting students’ academic achievement.
- Advocate for policies and initiatives that prioritize family support, parenting education, and youth development programs at the local, regional, and national levels. Allocate resources to fund evidence-based interventions, research initiatives, and community-based initiatives aimed at addressing the socio-economic, cultural, and environmental factors that influence parenting style and personality traits
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