Parenting Styles and Their Impact on Mindset in Relation to Academic Self-Concept
Abstract
Parenting plays a vital role in how an individual develops their perceptions of the world around them, along with perceptions of themselves. The overarching goal of this study is to identify whether parenting styles affect both academic self-concept and growth mindset, and in what way. Our hypotheses were that students raised with an authoritative parenting style will exhibit both a growth mindset and a positive academic self-concept, and whereas authoritarian parenting will lead to more of a fixed mindset and negative academic self-concept. Additionally, we predicted that students raised in permissive households would develop a growth mindset but with lower academic self-concept. Our study is currently in data collection, and we expect to complete collection within one week of submitting this abstract. We intend to collect 160 participants through our department’s subject pool system to meet our recommended sample size (calculated by G*Power). Participants will complete a survey that includes the Growth Mindset Questionnaire, the Parental Authority Questionnaire, and the Academic Self-Concept Scale. We are planning to use a 2 (growth/fixed mindset) x 2 (high/low academic self-concept) x 3 (parenting styles, not including neglecting) design and analyze the data using multivariate analysis of variance (MANOVA). We anticipate that this study will fill a crucial gap in the literature, offering new perspectives on the intersection of parenting, mindset, and academic identity.
Language: English
Published on: Mar 20, 2025
Published by: University of North Georgia
In partnership with: Paradigm Publishing Services
Keywords:
© 2025 Chloe Wilson, Caydence McElligott, Carson Teems, Gabriel Holgate, Amanda Halliburton, published by University of North Georgia
This work is licensed under the Creative Commons Attribution 4.0 License.