Ife PsychologIA; 19(2), 2011 Copyright 2011, Ife Center for Psychological Studies & Services

RELATIONSHIP BETWEEN PARENTING STYLE, FAMILY TYPE, PERSONALITY DISPOSITIONS AND ACADEMIC ACHIEVEMENT OF YOUNG PEOPLE IN NIGERIA ESTHER FOLUKE AKINSOLA (Ph. D.) Department of Psychology University of Lagos, Nigeria Abstract An attempt was made in this study to determine the relationship between parenting styles, family types, personality dispositions and academic achievement of young people. 352 university students (144 males & 208 females) from single parent, monogamous and polygamous families responded to measures of parenting style and some personality variables and their scores on these variables and their academic performances were compared. It was hypothesized that: there would be significant and positive correlations between parenting styles and personality variables of self esteem, need for achievement, locus of control, sense of competence and academic achievement scores; that the personality variables would predict academic achievement of the participants; and that young people from families where authoritative parenting was practiced would report higher levels of the personality variables studied and obtain higher academic achievement The obtained results partially supported the hypotheses and identified type of family as the strongest predictor of academic achievement. The results also implicated authoritative parenting and single parent families in high academic achievement Key words: parenting style, family type, personality dispositions, academic achievement, Nigeria Introduction Parent-child relationships have been consistently associated with childrens development, adjustment, well-being and educational
246

Ife PsychologIA; 19(2), 2011

attainment (e.g. Thornton, Orbuch, & Axinn, (1995), Orbuch, Thornton, & Cancio, (2001)). They are considered to be the core of family life because parents provide their children with a) social capital for achieving long term goals and outcomes, (Cherlin, Furstenburg, Chase-Lansdale, Kierman, Robins, & Morrison 1991), b) global orientations toward interpersonal and social relationships, (Kirkpatrick, & Hazan, 1994), c) social support and understanding in challenging times such as the adolescent stage. It is through the parent-child relationships that children develop personalities and life sustaining skills that will champion the course of their lives. Parentchild relationship centres on parenting and parental practices which include discipline and control that form part of the strategies that are used to build socio-emotional and cognitive competence in children. Parental practices identified as parenting styles have been categorized into three types (Baumrind, 1971). The parenting styles are authoritarian, authoritative, and permissive. Recently the permissive style has been differentiated into neglectful and indulgent styles, (Maccoby, & Martin, 1983). Authoritarian parenting is restrictive, punitive, and places firm limits and controls on children with little or no verbal exchange. Authoritative parenting on the other hand still puts limits and controls on childrens actions but allows extensive verbal dialogue which promotes parental responsiveness, and encourages independence, social and cognitive competence, self reliance and social responsibility in the children. Neglectful parents are uninvolved in their childrens life and this style is associated with social incompetence and lack of self control. Indulgent parents are highly involved with their children but place few or no control on them. This style is also associated with social incompetence and lack of self control (Maccoby, & Martin, 1983, Baumrind, 1971). All these parenting styles involve a combination of acceptance, responsiveness, demand and control. It is expected that children brought up under authoritative parenting should exhibit superior or higher levels of the personality dispositions under the present study. Specifically they are expected to score significantly higher on self esteem, locus of control, need for achievement, and sense of competence measures when compared to those brought up under other parenting styles. They are also expected to obtain higher achievement levels. In Nigeria, parental practices embrace all the parenting styles with emphasis on obedience and compliance with parental instructions.

247

Akinsola, E. F.: Parenting Style, Family Type, Personality Disposition and Academic Achievement

Research evidence has indicated that authoritative and authoritarian parenting styles as well as their hybrid are significantly practiced by Nigerian parents (Akinsola, 2010a). Some studies have examined the relationship between parenting styles, personality characteristics, child behaviour and attitude (e.g. Adejuwon, 2005a, 2005b, Akinsola, 2010a). Adejuwon (2005a) in his study found identity formation to be high with low parental demandingness, low autonomy, and high parental responsiveness; and identity formation to be low with low parental demandingness, low autonomy, and low parental responsiveness, implying that parental responsiveness is a key factor in identity formation of Nigerian youths. In another study (Adejuwon, 2005b), reported that children of mothers who reported low self evaluation in parenting and had external attribution in parenting exhibited significantly higher externalizing behaviour than children whose mothers reported high self evaluation in parenting and had internal attribution in parenting. Akinsola, (2010a) in her study reported that authoritative parenting correlated positively with restraint sexual attitude and negatively with liberal and loose attitudes, while authoritarian parenting correlated positively with liberal, permissive and promiscuous sexual attitudes. In Nigeria also, the predominant types of family include monogamous family, (father, mother, and their children), polygamous family, (father, two or more mothers and their children), and single parent family, (one parent and the children). The first two types of family are regarded as functional families, while the last type is regarded as dysfunctional. Researches appear to be scanty on the relationship between families and personality dispositions on the one hand and families and achievement on the other hand. However few have examined the relationship between dysfunctional families and mental health. In one of such studies Steketee & van Noppen (2003) found an association between compulsivity and high dysfunctionality within families. However Kirkcaldy, Furnham, & Siefen (2010), found no such association. In their own study they found no indication that adolescents with high compulsiveness came from dysfunctional families. They then reasoned that families can be dysfunctional in many ways and that some form of dysfunctionality may actually enhance some positive traits and behavioural patterns in children from such families. It is therefore expected that children in families whether functional or dysfunctional but where the attributes of authoritative parenting are practiced would demonstrate higher levels

248

Ife PsychologIA; 19(2), 2011

of personality dispositions under study as well as higher achievement levels. Self Esteem Self esteem has been globally defined by Rosenberg (1985 p. 210) as "the feeling of being satisfied with oneself, believing that one is a person of worth", and by Harter (1990 pp 67) as "the overall value that one places on the self as a person. Global self esteem has been linked with mental health, academic achievement and social relationships (for example Zimmerman, Copeland, Laurel, Shope and Dielman 1997). Similarly some researches have identified correlates of self esteem to include family relationships (e.g. Coopersmith, 1967, Luster and McAdoo, 1995, Demo, Small and Savin Williams 1987). In one of such studies, Coopersmith, (1967), reported that childrens high self esteem was associated with parental attributes which include expression of affection, concern about their childrens problems, evidence of harmony in the home, participation in joint family activities and setting clear and fair rules. Other studies on self esteem include (Kenku, Balogun & Shenge, (2000); Olley & Sholuwa, (2000); Lawal, (2010); Akinsola, (2010b), and Okhakhume, (2000). Kenku, Balogun, & Shenge (2000) in their study reported significant effect of self esteem on attitude towards foreign products. Those participants with high self esteem had more negative attitudes towards foreign products. Olley & Sholuwa (2000), in their own study reported positive and significant correlation between self esteem and healthy sexual behaviour. Participants who had high self esteem were found to engage in safe and healthy sexual behaviour in order to enhance their health and well being. Lawal (2010), in his study found that religiosity, self esteem and some demographic variables jointly and significantly predicted sexual attitudes of polytechnic students. Students who are more religious tend to have higher self esteem and are more conservative in their sexual attitudes. Akinsola (2010b) in her study reported that self esteem correlated positively with perceived control and communal strength and negatively with emotional distress for the university students studied. Furthermore she found that self esteem was the strongest predictor of emotional distress for Christian university students. Specifically she found that students from Christian university who reported higher levels of self esteem also reported lower levels of emotional distress. Okhakhume (2000), in his own study reported a significant and inverse correlation between self esteem and depression. Participants who exhibited higher self esteem scored significantly lower on depression

249

Akinsola, E. F.: Parenting Style, Family Type, Personality Disposition and Academic Achievement

scale. The results of the studies on self esteem reviewed above tend to suggest that high self esteem can serve as a buffer for healthy behaviour and facilitate academic achievement. Need for Achievement & Sense of Competence Akeredolu Ale (1973), described achievement motivation as the force in the individual which makes one to strive or work hard towards the attainment of desired goal. It is expected that people with high need for achievement would have high achievement motivation and high self esteem Sense of competence in the context of this study is reflected in how one feels about ones intellectual capability and academic pursuits. In an attempt to determine the correlates of perceived business success, Babalola (2000), in his study found strong and significant interaction between self esteem, sense of competence, and need for achievement in relation to perception of business success. Specifically he found that people with high need for achievement and low sense of competence tended to perceive their businesses as more successful compared to those with low need for achievement and low sense of competence. High need for achievement was found to be strongly associated with perception of business success. It was also discovered that high self esteem promoted better perception of business success in individuals with high need for achievement and low sense of competence. Locus of Control Rotter (1990), in his theory of locus of control explains that peoples attitudes and behaviour will to some extent be influenced by their control expectancies. People characterized by internal locus of control usually feel that they have control over situations around them, and they can influence events which they perceive themselves to be competent in, and be able to predict what happens to them. Those characterized by external locus of control usually attribute events around them to forces beyond their control and such forces are externally located. Studies that have investigated some correlates of locus of control include those of Adebayo (1999), Ekore (2000), Idemudia, Adebayo, & Ilora (2000), Arogundade & Itua (2010). Adebayo (1999), in his study reported significant correlations between self esteem and effort to perform on one hand and between locus of control and performance to outcome on the other hand for both male and female managers. The implication here is that self esteem and internal locus of control have strong effects on

250

Ife PsychologIA; 19(2), 2011

motivational beliefs and consequently on performance. Ekore (2000) in his own study reported that employees who identified more with internal locus of control were more obedient to authority than others in that they scored significantly higher on conformance scale. Idemudia, Adebayo & Ilora (2000), in their study found that internally oriented employees perceived less job tension than externally oriented employees. They also found that employees with higher self esteem perceived less job tension than those with lower self esteem. Arogundade & Itua (2010), in their study found positive and significant correlations between locus of control, self esteem and organisational frustration of teachers. In addition they reported that locus of control and self esteem jointly and significantly predicted teachers frustration. Some of the findings of the studies reviewed here suggest some relationship between the personality dispositions being studied and the motivation to succeed or/and success as well as organisational frustration. The aim of the present study therefore was to determine the relationship between these personality dispositions, parenting styles, and academic achievement. In this regard the following hypotheses guided the study. Hypotheses 1 Authoritative, authoritarian, and authoritative/authoritarian hybrid parenting styles would be significantly represented in the present sample studied. 2 Participants from families where authoritative parenting style was practiced would report higher levels of self esteem, need for achievement, locus of control, sense of competence, and achievement when compared to participants from families where other parenting styles were practiced. 3 There would be positive correlations between self esteem, need for achievement, locus of control, sense of competence and academic achievement. 4 Type of family, self esteem, need for achievement, locus of control, and sense of competence would predict academic achievement such that participants from monogamous families and those with higher levels of the personality variables under study would also obtain higher levels of achievement.

251

Akinsola, E. F.: Parenting Style, Family Type, Personality Disposition and Academic Achievement

Methods Participants and Procedure Participants in this study were made up of 352 students from a Private University in Ogun State, namely Covenant University Ota, and a Federal University in Lagos State, namely University of Lagos, both in Nigeria. The students from both universities were sampled on the basis of availability. They were undergraduate students studying psychology, and they were selected from 100 to 400 level. The ages of the participants ranged from 18 to 32 years. 144 of the participants were males and 208 were females. All the participants were full time students in their respective universities. The participants completed a written questionnaire that contained biographical information section and measures of parenting style, self esteem, need for achievement, locus of control, and sense of competence. Academic achievement was measured by the number of courses passed by the participants in each of the academic years they have being in the university. Measures Parenting Style Parenting style was measured with a 20 - item parenting care scale, originally developed by Baumrind, (1971). 5 of the items measure permissive style, 6 items measure authoritarian style and 9 items measure authoritative style. Baumrind (1971) reported an internal consistency alpha coefficient of .86 for this scale, and Omoluabi, (2002) obtained a concurrent validity coefficient of .73 for the same scale, by correlating it with index of family relations. However the parenting style scale used for the present study contains items from Baumrinds version and items from Rohners (1990) acceptance - rejection questionnaire. In addition participants responses to the scale items in the present study varied according to the five point Likert Scale from strongly agree to strongly disagree on a scale of 1 to 5. This differs from the responses to the scale items in Baumrinds version which is a yes or no response. Examples of the items in the scale include My parents respects my privacy, My parents really expects me to follow family rules, My parents give me a lot of freedom. For permissive style, the number of items is five. If a participant is uncertain for all the items his score would be 15. Therefore any score that is higher than 15 is taken as permissive score. Consequently for authoritarian (6 items), any score that is higher than 18 is taken as authoritarian, and for authoritative (9 items) any score that is higher than 27 is taken as authoritative. For

252

Ife PsychologIA; 19(2), 2011

the scale used for this study, the following correlation coefficients were obtained for a 5 week interval test retest reliability analysis: Permissive r = 0.67, Authoritarian r = 0.35, Authoritative r = 0.80 Self Esteem Self esteem was assessed using a 15 item scale developed by Adanijo and Oyefeso (1986). Examples of the scale items include My effort always produces poor result, I try to lead any group I find myself in. Responses to the scale items varied according to the five point Likert Scale from strongly agree to strongly disagree on a scale of 1 to 5. The negative items were scored in a reverse order. The authors reported internal consistency coefficient of 0.79 among bank officials. Babalola (2000) reported reliability coefficient of 0.58. Onakoya (2002), recorded a coefficient alpha of 0.71 and split half reliability coefficient of 0.74. In the present study a 5 week interval of test retest reliability analysis yielded a coefficient of 0.70. Need for Achievement The scale used to measure need for achievement was originally developed by Edward (1954) as a 15- item forced choice with Likert type response categories. It was revised and shortened to a 9 - item scale by Oyefeso (1988) Examples of the scale items include I like to do my very best in whatever I undertake I like to solve puzzles and problems that other people have difficulty with Responses to the scale items varied according to the five point Likert Scale from strongly agree to strongly disagree on a scale of 1 to 5. Oyefeso (1988), reported a convergent validity of 0.27 and stability coefficient of 0.22. Babalola (2000), reported a reliability coefficient of 0.60. In the present study a 5 week interval test retest reliability coefficient of 0.56 was obtained. Locus of Control Locus of control was measured with an 11- item scale developed by Craig, Franklin, & Andrews (1984). Examples of items in the scale include Mistakes and problems are my responsibilities to deal with, A great deal of what happens to me is probably a matter of chance Responses to the items varied according to five point Likert Scale from strongly agree to strongly disagree on a scale of 1 to5. The negative items were reversely scored. A coefficient alpha of 0.79 was reported for the scale. In the present study, a 5 weeks interval test retest reliability coefficient of 0.28 was obtained.

253

Akinsola, E. F.: Parenting Style, Family Type, Personality Disposition and Academic Achievement

Sense of Competence Sense of competence was assessed with a 10-item scale. The scale was originally developed by Wagner & Morse (1975), and reduced by Synder & Morris (1978) to ten items. Examples of the scale items include My academic career offers me a chance to test myself and prove my ability, Academic work makes me tense and anxious. Responses to the scale items varied according to five point Likert Scale from strongly agree to strongly disagree on a scale of 1 to 5. The negative items attracted reverse scoring such that the higher the score the more competent the participant. Wagner & Morse (1975) reported significant correlation coefficients between individual sense of competence and two performance rankings, one based on economic activity data: r = 0.67 p<.001 and the other on critical incidents: r = 0.59 p<.001. In the present study a 5 weeks interval test retest reliability coefficient of 0.77 was obtained. Academic Achievement Academic achievement was measured by the number of courses passed in each academic year. Percentage of achievement was arrived at by dividing the number of courses passed by the total number of courses taken.

Results The means and standard deviations for all participants under each of the parenting styles and family types were calculated as well as the number and percentages of participants under each. Scheffe test for multiple comparisons of mean scores for both parenting styles and family types were calculated. Pearson correlations were computed to assess the relationship between the variables. Stepwise multiple regression analysis was carried out to determine the influence of the personality variables and type of family on academic achievement. Descriptive Statistics The means and standard deviations for all participants under each of the parenting styles as well as the number and percentages of participants under each are presented in table 1. Scheffe test for comparisons of mean scores of participants under the parenting styles are presented in table 2. The two tables are presented below:

254

Ife PsychologIA; 19(2), 2011

Hypothesis 1: Authoritative, authoritarian, and authoritative/authoritarian hybrid parenting styles would be significantly represented in the present sample studied. Table 1. Means and Standard Deviations for All Participants and Parenting Styles
Parenting Styles Authoritarian Mean: Std. Dev. Std. Error of Mean Authoritative Mean: Std.Deviation: Std. Error of Mean Authoritarian& Authoritative Mean: Std.Deviation: Std. Error of Mean Total Mean: Std. Dev. Std. Error of Mean Sense of Competence 33.75 6.02 1.06 35.24 6.18 0.42 35.29 5.02 0.49 35.12 5.84 0.31 Self Esteem 43.81 9.50 1.68 43.89 9.40 0.64 41.02 8.44 0.82 43.03 9.20 0.49 Need for Achievement 40.00 3.82 0.68 39.60 4.22 0.29 40.30 4.41 0.43 39.84 4.24 0.23 Locus of Control 42.28 4.89 0.86 41.96 5.16 0.35 40.97 5.27 0.51 41.70 5.18 0. 28 Academic Achievement 85.72 14.73 2.60 87.54 14.41 0.98 86.75 14.38 1.40 87.14 14.40 0.77 No % & x2 9.1 11.05* 215 61.1 2.97* 105 29.8 5.41* 352 100.0

32

Critical x2 = 1.645,* P<.05 Hypothesis 2: Participants from families where authoritative parenting style was practiced would report higher levels of self esteem, need for achievement, locus of control, sense of competence, when compared to participants from families where other parenting styles were practiced. Table 2: Scheffe test for multiple comparisons of mean scores for parenting style
Variable Self Esteem Parenting style Authoritative Authoritative/ Authoritarian Combination N 215 105 Mean 43.89 41.02 Std. Deviation 9.40 8.44 Std. Error of Mean 0.64 0.82 T 2.65 P value 0.032

In table 1 the highest number of participants (215, or 61.10%) fell under authoritative parenting style. This is followed by the hybrid combination of authoritarian and authoritative parenting style (105, or 29.80%). The next in number is authoritarian parenting style (32, or 9.10%). From this result the three parenting styles are significantly represented in the sample studied. This result confirms hypothesis 1 and reinforces an earlier documentation of the existence of the hybrid parenting style in Nigerian family system. In table 2,
255

Akinsola, E. F.: Parenting Style, Family Type, Personality Disposition and Academic Achievement

and for self esteem variable, participants brought up under authoritative parenting scored higher than those brought up under the hybrid parenting style, and this difference is significant, P<.05. The implication is that participants brought up under authoritative parenting style demonstrated higher levels of self esteem than participants brought up under other parenting styles. This result offer partial support for hypothesis 2 but only for self esteem variable. The means and standard deviations for all participants according to type of family as well as the number and percentages of participants under each are presented in table 3. Scheffe test for comparisons of mean scores of participants for academic achievement according to type of family are presented in table 4. The two tables are presented below: Table 3. Means and Standard Deviations for Participants according to Type of Family
Type of Family Sense of Competenc e 35.40 5.97 0.38 Self Estee m 43.24 9.65 0.61 Need for Achievemen t 39.73 4.29 0.27 Locus of Contro l 41.65 5.53 0.35 Academic Achievemen t 88.44 13.83 0.87 No %

Single Parent (1) Mean: Std. Deviation: Std. Error of Mean Monogamous(2 ) Mean: Std. Deviation Std. Error of Mean Polygamous (3) Mean: Std. Deviation Std. Error of Mean Total Mean: Std. Deviation: Std. Error of Mean

25 1

71.31

34.74 4.73 0.62

42.28 7.68 1.01

40.24 4.65 0.61

42.22 4.32 0.57

84.34 15.08 1.98

58

16.48

33.95 6.35 0.97 35.12 5.84 0.31

42.81 8.45 1.29 43.03 9.20 0.49

39.98 3.35 0.51 39.84 4.24 0.23

41.23 4.04 0.62 41.70 5.18 0.28

83.33 15.77 2.40 87.14 14.40 0.77

43

12.22

35 2

100.0 0

256

Ife PsychologIA; 19(2), 2011

Table 4: Scheffe test for multiple comparisons of mean scores for type of family
Variable Academic achievement Type of Family Single Parent Monogamous Single Parent Polygamous N 251 58 251 43 Mean 88.44 84.34 88.44 83.33 Std. Deviation 13.83 15.08 13.83 15.77 Std. Error of Mean 0.87 1.98 0.87 2.40 T 2.00 2.19 P value 0.046 0.029

In table 3 above the highest number of participants (251 or 71.31%) came from single parent families. This is followed by those who came from monogamous families (58 or 16.48%), followed by those from polygamous families (43 or 12.22%). That the highest number of participants came from single parent families is an interesting and surprising finding given the fact that single parent families are regarded as dysfunctional families. More interesting is the fact that the participants from single parent families also attained higher levels of academic achievement when compared to participants from monogamous and polygamous families (table 4 above). The differences in their achievement levels are significant, P<.05. Pearson correlations between the variables were computed and the results are presented in table 5 below: Hypothesis 3: There would be positive correlations between self esteem, need for achievement, locus of control, sense of competence and academic achievement.

257

Akinsola, E. F.: Parenting Style, Family Type, Personality Disposition and Academic Achievement

Table 5: Matrix of Pearson Correlation between the Variables

Variables Academic achievement .219** .187** .123* .041 - .139** Type of Family Parenting Style .001 .264** .240** .365** - .085 .051 .244** .385** - .028 - .124* Sense of competence Self Esteem Need for Achievement Locus of control Type of Family Parenting Style

Academic Achievement Sense of Competence Self Esteem Need for Achievement Locus of Control

.266** .033 .048 - .007 - .089 .082 -

* P < 0.05 ** P < 0.01

258

Ife PsychologIA; 19(2), 2011

A look at table 5 shows that type of family correlated significantly and negatively with academic achievement. Parenting style correlated significantly but negatively with self esteem. Self esteem correlated significantly and positively with need for achievement, locus of control, sense of competence and academic achievement. Need for achievement correlated significantly and positively with self esteem, locus of control, and sense of competence. Locus of control correlated significantly and positively with self esteem, need for achievement and sense of competence. Sense of competence correlated significantly and positively with self esteem, need for achievement, locus of control and academic achievement. Academic achievement correlated significantly but negatively with type of family, and positively with sense of competence, self esteem and need for achievement. These results confirm hypothesis 3. In order to determine the relative contributions of the variables in predicting academic achievement, stepwise multiple regression analysis was carried out and the results are presented in tables 6 & 7 below: Hypothesis 4: Type of family, self esteem, need for achievement, locus of control, and sense of competence would predict academic achievement such that participants from monogamous families and those with higher levels of the personality variables under study would also obtain higher levels of achievement. Table 6: Stepwise multiple regression analysis model summary
R2 Model 1 2 3 R 0.219 0.257 0.283 0.048 0.066 0.080 Adjusted R2 0.045 0.061 0.072 Std. Error of Estimate 14.068 13.955 13.867 R2 Change 0.048 0.018 0.014 Change Statistics F df1 df2 Change 17.631 6.708 5.448 1 1 1 350 349 348 Sig. F change 0.001 0.01 0.02

a. Predictors (constant), Sense of competence b. Predictors (constant), Sense of competence, Self esteem c. Predictors (constant), Sense of competence, Self esteem, Type of family Dependent Variable: Academic Achievement

259

Akinsola, E. F.: Parenting Style, Family Type, Personality Disposition and Academic Achievement

Table 7: Stepwise multiple regression of academic achievement significant predictors

Variable Sense of Competence Self Esteem Type of Family Multiple R 0.219 0.257 0.283 B 0.425 0.216 - 2.483 Std. Error of B 0.132 0.083 1.064 Beta 0.172 0.138 - 0.120 T 3.223 2.594 - 2.334 Sig. of t 0.001 0.01 0.02

Dependent Variable: Academic Achievement The results in table 6 above indicated that the F-ratios for the three models are statistically significant. A look at the adjusted R2 column showed that sense of competence contributed 4.5%, self esteem contributed 6.1% and family type contributed 7.2% of the variance in academic achievement. These contributions are significant (P<.001, P<.01, P< .02). These results also indicated that family type is the strongest predictor of academic achievement. In addition the Beta column in table 7 above showed that the correlation between sense of competence and academic achievement is the highest followed by that of self esteem. The Beta values also indicated that family type is a negative predictor of academic achievement although it is the strongest predictor as shown in table 6. These results partially support hypothesis 4, particularly for sense of competence, self esteem and type of family. Discussion Major Findings. 1. Young people brought up under authoritarian parenting, authoritative parenting, and their combination were significantly represented in the sample studied. 2. When compared to other groups: Participants brought up under authoritative parenting reported higher levels of self esteem and attained higher academic achievement; those brought up under authoritarian parenting recorded higher levels of locus of control; and those brought up under the hybrid parenting reported higher levels of sense of competence and need for achievement. 3. When the three types of families were considered: Participants from single parent families had the highest mean achievement score, followed by those from monogamous families, and then followed by those from polygamous families. In particular, participants from single parent families had the highest mean scores in sense of competence, self esteem and academic

260

Ife PsychologIA; 19(2), 2011

achievement; while those from monogamous families had the highest mean score for need for achievement and locus of control. 4. When all the measures were considered: Parenting style correlated negatively and significantly only with self esteem. Self esteem correlated positively and significantly with need for achievement, locus of control, sense of competence, and academic achievement. Need for achievement correlated positively and significantly with self esteem, locus of control, sense of competence and academic achievement. Locus of control correlated positively and significantly with sense of competence, self esteem, and need for achievement. Sense of competence correlated positively and significantly with self esteem, need for achievement, locus of control, and academic achievement. Academic achievement correlated positively and significantly with sense of competence, self esteem, and need for achievement, negatively and significantly with type of family. 5. For all participants, sense of competence, self esteem, need for achievement, and type of family predicted academic achievement; sense of competence, and self esteem predicted need for achievement; while locus of control was predicted by sense of competence, self esteem and need for achievement, and self esteem was predicted by parenting style, locus of control and need for achievement. By these results the hypotheses that guided this study were differentially confirmed either partially or fully. Participants from authoritative families were highest in number in the sample studied and they recorded the highest mean scores for self esteem and academic achievement. Higher levels of self esteem and academic achievement reported by this group of participants is a reflection of the positive impact of parental responsiveness characteristic of authoritative parenting, which Adejuwon (2005a) found to have strong influence on identity formation. Participants from authoritarian families recorded the highest mean score only for locus of control and least mean scores for sense of competence and academic achievement. The pressures to conform and fulfil parental expectations characteristic of authoritarian parenting might have driven this group of participants resolve to succeed at all cost and see themselves as responsible for their success and hence their higher scores for locus of control. On the other hand the negative impact of authoritarian parenting might have affected the

261

Akinsola, E. F.: Parenting Style, Family Type, Personality Disposition and Academic Achievement

participants sense of competence and academic achievement, hence their lower scores in these variables. Concerning the type of family, it is of note that single parent families had the highest number of participants in the sample studied, and these participants had the highest mean academic achievement and sense of competence scores. This result is surprising especially considering the fact that single parent families are seen as dysfunctional families. It was expected that participants from monogamous and polygamous families which are seen as functional families would have higher achievement scores. An explanation for this result could be that in order not to fail on two counts single parents must have concertedly encouraged their childrens sense of competence and consequently academic achievement by constantly pressurizing them to fulfil parental expectations of school and career success but incorporating parental responsiveness in their pressurizing approach. In addition and according to Kirkcaldy et.al (2010), single parenthood as a form of dysfunctionality must have potential for enhancing some positive traits and behavioural patterns in children from such homes as demonstrated in this study. In this study self esteem was found to correlate significantly and positively with need for achievement, locus of control, sense of competence and academic achievement, negatively and significantly with parenting style. These results are in consonant with previous findings of (Adebayo, 1999), who found significant correlations between self esteem, locus of control, motivational beliefs, and performance; and Babalola (2000), who found perception of business success to correlate significantly and positively with self esteem and need for achievement and negatively with sense of competence, although in this study the variables correlated positively. In addition all the personality dispositions under study correlated with one another significantly. This result emphasizes the close relationship between the variables such that the development of high level of one would promote the development of high level of the other. Results obtained from the stepwise regression analysis carried out revealed sense of competence, self esteem and type of family as significant predictors of academic achievement with type of family as the strongest predictor. Similarly the results also revealed locus of control as the strongest predictors of self esteem, sense of competence, and need for achievement, while self esteem is the only personality variable predicted by parenting style in this study. From these results and available research evidences, self esteem as a personality trait appears to be assuming a pivotal and mediating

262

Ife PsychologIA; 19(2), 2011

position in the prediction of many psychological variables. Such evidences have associated self esteem with emotional distress (Abe, 2004), depression (Okhakhume, 2000), overall well-being (Green & Way, 2005), academic achievement (Zimmerman et. al. 1997). The findings of the present study that identify self esteem as a strong predictor of academic achievement, need for achievement, sense of competence, and locus of control, further strengthen the central and mediating position of self esteem in many dimensions of human behaviour. It is important therefore for parents to incorporate into their socialization practices attributes including parental responsiveness (and not coercion), that would enhance the development of high self esteem and other personality dispositions in their children. This will pave way for a balanced development of children in terms of psychological well-being, intellectual attainment and success in life. The need for a wider and more extensive study that would allow for the identification and comparison of all the parenting styles in Nigeria is a potential area for further research. In conclusion an attempt was made to document the relationship between parenting styles, personality dispositions and academic achievement using a sample of Nigerian university students. Findings from the study indicated that authoritative parenting and single parent families are implicated in high academic achievement. In addition type of family was found to be the strongest predictor of academic achievement, self esteem the strongest predictor of locus of control, and locus of control the strongest predictors of need for achievement and sense of competence. These results suggest the need for parental practices to incorporate personality enhancing attributes and especially parental responsiveness in order to bring about optimal personality and educational attainment in young people.

263

Akinsola, E. F.: Parenting Style, Family Type, Personality Disposition and Academic Achievement

References Abe, Joann, A. (2004). Self-Esteem, Perception of relationships and emotional Distress: A cross-Cultural study. Personal Relationships 11, 231-247. Adanijo, I., & Oyefeso, A. (1986). Developing a self report scale of self esteem. Paper Presented at the 3rd Nigerian Psychological Association National Convention. Adebayo, D.O.(1999). Self esteem, internal control and motivational beliefs of female and male managers Adejuwon, G.A. (2005a). Parenting style in a changing society and identity formation among Nigerian youths. African Journal for the psychological study of social issues, 8 (1) pp 154-171. Adejuwon, G.A. (2005b) Mothers self evaluation attribution in parenting and coping strategies on child externalizing behaviour in Ibadan, Nigeria. Ife psychologia, 13, (1) pp 101112. Akeredolu-Ale, E.O. (1973). A socio-historical study of the entrepreneurship among the Ijebu of Western Nigeria. Africa studies review, 16, (3) 347-361 Akinsola, E.F. (2010a). Correlation between parenting styles and sexual attitudes of young people in Nigeria: Comparison of two ethnic groups. Gender and Behaviour, 8, (1), pp 2771 2788. Akinsola, E.F. (2010b). Self esteem, perceived control and communal relationship strength as predictors of emotional distress in Nigerian University students: Ife Psychologia, 18, (2), pp 270 289. Arogundade, O.T. & Itua, O. (2010). Locus of Control and SelfEsteem as Predictors of Teachers Frustration in Lagos State Secondary Schools. Ife Psychologia, 18, (2), pp 339-351. Babalola, S.S. (2000). The influence of self esteem, need for achievement and sense of competence on perceived Business success African journal for the psychological study of social issues, 5, (2), pp127-137.. Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monograph, 4, 1, pt.2). Cherlin, A., Furstenburg, F., Chase-Lansdale, P., Kierman, K., Robins, P., & Morrison, D. (1991). Longitudinal studies of effects of divorce on children in Great Britain and The United States. Science, 252, 1386-1389 Coopersmith, S. (1967). The antecedents of self esteem. San Fransisco: W.H. Freeman.

264

Ife PsychologIA; 19(2), 2011

Craig, A.R., Franklin, J.A., & Andrews, C. (1984). A scale to measure locus of control of behaviour British Journal of Medical psychology, 57, 173-180 Demo, D.H., Small, S.A., & Savin-Williams, R.C (1987). Family relations and the self esteem of adolescents and their parents. Journal of Marriage and the Family, 49, 705-715. Edward, W. (1954). The theory of decision making. Psychological Bulletin, 51, 380-417. Ekore, J.O. (2000). Influence of locus of control on conformity to authority in a multicultural organization- A case of IITA Nigeria. African Journal for the psychological study of social issues, 5, (2) pp 90-96 Greene, M.I., & Way, Niobe (2005). Self esteem Trajectories among ethnic minority adolescents: A growth curve analysis of the patterns and predictors of change. Journal of Research on Adolescence, 15, (2), 151-178 Harter, S. (1990). Causes, correlates and the functional role of global self worth: A life span perspective In R.J. Sternberg, & J. Kolligian (eds) Competence considered (pp. 67-98) New Haven, C.T.: University Press Idemudia, S.E., Adebayo, D.O., & Ilora, C.U.(2000). Influence of sex, self esteem and locus of control on perceived job tension. African Journal for the psychological study of social issues, 5, (2). Pp. Kenku, A.A., Balogun, S.K., & Shenge, N.A. (2000). The influence of gender and self esteem on attitude of Nigerians towards foreign and made in Nigeria products. African Journal for the psychological study of social issues, 5, (1) pp. 58-65 Kirkcaldy, B.D., Furnham, A.F., & Siefen, R.G., (2010). Social, Family and Psychological Predictors of Obsessive-Compulsive Behaviour among Children and Adolescents. School Psychology International, 31, (1) pp. 42 59.k Kirkpatrick, L., & Hazan, C. (1994). Attachment styles and close relationship: A four year prospective Study. Personal relationships, 1, pp. 123-142. Lawal, A.O. (2010). Gender, Religiosity and Self-Esteem as Predictors of Sexual Attitudes of Students in a Nigerian Tertiary Institution. Gender and Behaviour 8, (1), pp. 2638- 2648. Luster, T., & Mcadoo, H.P. (1995). Factors related to self esteem among African-American youths. A Secondary analysis of the high/scope perry preschool data. Journal of Research on Adolescents, 5, pp. 451-467.

265

Akinsola, E. F.: Parenting Style, Family Type, Personality Disposition and Academic Achievement

Maccoby, E.E., & Martin, J.A.(1983). Socialization in the context of the family: parent-child interaction. In P.H. Mussen, (ed.), Handbook of child psychology, 4th edition, vol. 4. New York: Wiley. Okhakhume, A.S. (2000). Perception of depression among normal and adult population: The impact of Psychosocial factors. African Journal for the psychological study of social issues, 5, (1) pp. 47-57 Olley, B.O., & Sholuwa, J.O. (2000). Perception of self and safe sexual behaviour among fresh undergraduates in a Nigerian University. African Journal for the psychological study of social issues, 5, (2), Omoluabi, P.F. (2002). Impact of parenting style and family relations on the development of psychopathology. Unpublished manuscript. Department of psychology, University of Lagos. Onakoya, A.Y. (2002). Psychosocial factors influencing attitude towards cheating and cheating behaviour Among university students. Unpublished Honours thesis, University of Ibadan. Orbuch, T.L., Thornton, A. & Cancio, J. (2001). The impact of marital quality, divorce, and remarriage on the relationships between parents and their children. Marriage and Family Review, 29, pp.247-263 Oyefeso, A.O. (1988). Cross validation of Edward personal schedule. Unpublished research paper, University of Ibadan. Rohner, R.P. (1990). Handbook for the study of parental acceptance and rejection. Storrs, CT: Rohner Research. Rosenberg, M. (1985). Self concept and psychological well-being in adolescence. In R.L. Leahy (ed.) The development of the self. Pp. 205-246. New York: Academic Press.. Rotters, J.B. (1966). In Rotters (1990 ed.). Introduction to psychology, 8th edition. Addison Wesley Educational Publishers inc. USA. Steketee, G. and van Noppen, B. (2003). Family Approaches to Treatment for Obsessive-Compulsive Disorders, Revista Brasileira de Psiquiatria. 25:1 Synder, R.A. & Morris, J.H. (1978). Reliability of the factor structure of the Wagner and Morse competence index. Psychological reports, 43, pp.419-425. Thornton, A., Orbuch, T., & Axinn, W. (1995). Parent-child relationships during the transition to adulthood. Journal of Family issues, 16, pp. 538-564. Wagner, F.B. & Morse, S.J. (1975). A measure of individual sense of competence. Psychological Reports, 36, pp. 451-459.

266

Ife PsychologIA; 19(2), 2011

Zimmerman, M.A., Copeland, Laurel, H., Shope, J.T., & Dielman, T.E. (1997). A longitudinal study of self esteem: implications for Adolescent development. Journal of Youth and Adolescence 126, pp. 117-141.

267

Copyright of IFE PsychologIA is the property of IFE Centre for Psychological Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.