Rahimpour Parivash, Direkvand-Moghadam Ashraf, Direkvand-Moghadam Azadeh, Hashemian Ataollah
Student of General Psychology, Ilam Department of Education, Ministry of Education, Islamic Republic of Iran, Iran .
Student of Ph.D. by Research, Psychosocial Injuries Research Center, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences , Ilam, Iran .
J Clin Diagn Res. 2015 Dec;9(12):JC05-7. doi: 10.7860/JCDR/2015/15981.6914. Epub 2015 Dec 1.
Parenting styles are effective in the educational performance of their child. The present study aimed to investigate the relationship between the parenting styles and students' educational performance among Iranian girl high school students.
In a cross-sectional survey, female students in high schools of Ilam (Iran) evaluated during the academic year 2014-15. Multistage cluster random sampling was used to select the participants. Data were collected by two demographic and Baumrind's parenting styles questionnaire. The Cronbach's alpha coefficient was measured as an index of internal identicalness of the questionnaire to verify its reliability.
A total 400 students were studied. The Mean±SD of the students' age were 14±1.08. The students' school grades were the first year of high school to pre-university course. The Mean±SD of parenting styles were 35.37±5.8, 34.69±6.34 and 19.17±6.64 for permissive parenting style, authoritarian parenting style and authoritative parenting styles, respectively. There was a significant relationship between the score of permissive parenting style (p= 0.001, r= 0.151), authoritarian parenting style (p= 0.001, r= 0.343) and authoritative parenting style (p=0. 001, r= 0.261) with the students' average score for studying.
The results of this study demonstrate that parental influence plays an important role in students' educational performance.
育儿方式对孩子的学业成绩有影响。本研究旨在调查伊朗女高中生的育儿方式与学生学业成绩之间的关系。
在一项横断面调查中，对伊朗伊拉姆市高中的女学生在2014 - 15学年进行了评估。采用多阶段整群随机抽样来选择参与者。通过两份人口统计学和鲍姆林德育儿方式问卷收集数据。测量克朗巴哈系数作为问卷内部一致性指标以验证其可靠性。
共研究了400名学生。学生年龄的均值±标准差为14±1.08。学生的年级为高中一年级到大学预科课程。放任型育儿方式、专制型育儿方式和权威型育儿方式的均值±标准差分别为35.37±5.8、34.69±6.34和19.17±6.64。放任型育儿方式得分（p = 0.001，r = 0.151）、专制型育儿方式得分（p = 0.001，r = 0.343）和权威型育儿方式得分（p = 0.001，r = 0.261）与学生学习平均成绩之间存在显著关系。
本研究结果表明父母的影响在学生学业成绩中起着重要作用。
