Date

6-19-2024

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Laura Rolen

Keywords

Parenting practices, academic success, academic achievement, undergraduate students, support, encouragement, parental influence, parent-child relationship, parental involvement

Disciplines

Psychology

Abstract

Prior research reflects that parental involvement has a positive effect on students’ academic performance. Limitations in the research include the use of quantitative methods, the reporting by parents, and parent involvement measured through school activities. It is unknown what parenting practices are perceived as helpful from students themselves. Therefore, the purpose of this phenomenological study was to explore the parenting practices perceived by undergraduate students to have assisted in their academic success. This research explored how undergraduate students explain parenting practices perceived to have assisted in their academic success, how they describe the communication with their parents that assisted in their academic success, which parenting practice they explain contributed the most to their academic success, and which parental attitude or practice motivated them the most in their academic success. Snowball sampling was utilized to obtain 10 participants, both male and female students ages 18-21, currently enrolled in an undergraduate program. Qualitative analysis permitted an in-depth examination of parenting practices, within the home, perceived by students’ to impact their academic success. Data were analyzed and coded for recurring themes. The findings showed that parental involvement, support, and encouragement contributed the most to students’ academic success. This supported existing studies and theories on academic success and parenting practices through parent-child interaction, observational learning, the biblical model of parenting, and zone of proximal development.

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