PARENTAL STYLES AND SCHOOL ACHIEVEMENT ONTOLOGICAL RESEARCH FROM AN EPISTEMOLOGICAL MIXTURE

Abstract

School performance is a multifactorial phenomenon in which individual, institutional, and family variables converge; among the latter, parental practices constitute one of the most influential factors in students’ academic achievement. These practices include parenting styles, the quality of parent–child communication, the level of supervision of schoolwork, emotional support, and the disciplinary strategies implemented at home, which become a significant challenge. The aim of this study was to analyze parental styles and school achievement within an urban schooled context. A mixed methodological approach was developed—descriptive, exploratory, documentary, and correlational in nature—integrating structured surveys administered to parents and teachers, semi-structured interviews, and focus groups with students.

The results showed that authoritative practices, characterized by high levels of affection, communication, and clear boundary-setting, are significantly associated with higher grade averages, greater class participation, and lower incidence of behavioral difficulties. In contrast, permissive and neglectful practices were found to be linked to low academic performance, reduced school responsibility, and increased presence of disruptive behaviors. Altogether, these findings highlight the need to strengthen the family–school bond and to develop institutional programs that promote positive and formative parental involvement in educational processes. In conclusion, the evidence confirms that parental practices are a crucial predictor of academic performance; thus, strengthening parental competencies and promoting shared educational responsibility between families and schools is essential to optimize students’ holistic development and academic success.

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