The Role of Parenting Styles in Predicting Academic Resilience Among Adolescents

Abstract

This study investigates the relationship between parenting styles authoritative, authoritarian, and permissive and academic resilience in Indian adolescents. Academic resilience, defined as the ability to persevere and succeed in the face of academic adversity, is crucial for educational success and psychological well-being. Using a sample of 150 adolescents aged 13 to 18, the study employs the Academic Resilience Scale (ARS-30) and the Parental Authority Scale to measure resilience levels and perceived parenting styles, respectively. Statistical analyses, including correlation and regression, revealed that authoritative parenting significantly and positively correlates with higher academic resilience (r = .70, p < 0.01), underscoring that adolescents raised in supportive yet structured environments develop stronger coping mechanisms for academic challenges. In contrast, authoritarian parenting displayed a negative association with resilience (r = -0.55, p < 0.01), suggesting that high parental control with limited emotional warmth hinders the adaptive skills essential for resilience. Permissive parenting, while also negatively associated, showed a weaker correlation (r = -0.25, p < 0.05), indicating its limited impact on resilience compared to authoritarian styles These findings imply that authoritative parenting is instrumental in cultivating resilience, promoting emotional regulation, and enhancing persistence in academic contexts. The study highlights the importance of parent education programs that emphasize balanced parenting techniques to support adolescents’ psychological resilience. The results contribute to a growing body of literature on the impact of family dynamics on resilience, with potential applications in educational and counseling settings to foster resilience in young people.