Academic Performance/ Acievement: While deducing and proclaiming their research findings, Shumow, Vandell, and Posner (1998) reported that controlling for the representing race, family income, parental education, family structure, and maternal unemployment, authoritarian style of parenting leads to poor academic developmental outcomes in third and fifth schooling grade. Children pursuing the third grade with authoritarian parents were noted to demonstrate poorer behavioral adjustment while children pursuing the fifth grade predicted poorer academic achievement on test scores, growing behavioural problems and lower behavioral adjustment ratings from their teachers.
Research indicates that children of parents adopting the authoritarian upbringing style have one of the worst outcomes on virtually any measure of social or cognitive competence, academic performance, psychological well being or problem behavior (Baumrind, 1991.; Slicker 1998.; Lamborn et at., 1991). A study carried out by Park, Chiang and M. Ju (2010) on the better academic performance of Asian children in American schools revealed that Asian American parents who adhere to traditional Asian values often practice parenting behaviors that are incongruent with their children’s level of acculturation which is the process of adaption to the attitudes, values, and behaviors of the dominant culture of the host country (Berry, Olmedo & Trimble, 1996).
Furthermore, the study revealed that traditional Asian parents reinforced the value of unquestioning obedience to parents. The concept suggested that children should prioritize family obligations over personal interests. Another study conducted on the importance of parenting styles and academic achievement in schools in Hong Kong, The United states and Australia by Leung, Lau and Lam (1998) revealed that Australian parents were lower than both Chinese and American parents in academic authoritarianism. General authoritarianism was highly practised among Chinese parents, while lower in general and academic authoritativeness. In all groups, there was a negative relation between academic achievement and academic authoritarianism, but showed no relationship with academic authoritativeness. Academic achievement was positively related to general authoritarianism in Hong Kong and among children from the United States and Australia whose parents did not have any college education while Academic achievement was positively related to general authoritativeness only among the two English-speaking groups.
Academics and education is crucial to a child and a prerequisite to face the bigger world. Hinderance to this element of growth may pose a threat to the development of the child’s holistic profile. Having established the effect of authoritarian parenting on the negative outcomes on child behaviour, it is ideal that parents shift their style and help cater to the needs of the child.