Impact Parenting Style on Academic Achievement, Emotional Intelligence and Self-Esteem among University Students in Southern Punjab

Abstract

This study examined the impact of different parenting styles—authoritative, authoritarian, and permissive—on students' emotional intelligence, academic achievement, and self-esteem in South Punjab, specifically in Multan, Bahawalpur, and Dera Ghazi Khan. Utilizing a sample of 600 university students, the research employed cross-sectional data collection through questionnaires. The findings revealed that authoritative parenting significantly positively influenced emotional intelligence, academic achievement, and self-esteem, whereas both authoritarian and permissive parenting styles were associated with negative outcomes across these variables. Authoritarian parenting was linked to lower emotional intelligence, academic performance, and self-esteem, while permissive parenting also demonstrated detrimental effects on these aspects, though to a lesser extent. These results underscore the importance of fostering authoritative parenting practices to enhance developmental outcomes in students. The study provides valuable insights for educators, parents, and policymakers to implement strategies that support effective parenting to improve students' holistic development. Limitations include the cross-sectional design and geographic specificity, suggesting a need for further research with longitudinal approaches and diverse populations.