Effect of parenting styles on academic performance of disable students in Quetta, Pakistan

The current study was conducted to assess various parenting styles on the basis of disable student’s discernment and to evaluate the association of disable students’ educational performance with parenting styles. For the presentation of theoretical model of parenting styles, Parental Authority Questionnaire was used to evaluate the three parenting styles such as authoritative, authoritarian & permissive generated on disable students’ insight [1]. In this correlational study evaluating the student`s performance with their communication skills, positive attitude, learning skills, creativity, study skills and educational motivation, the Academic Performance Questionnaire was used [2].Both mechanisms were established on five point Likert balance. The areas for sample population of the study was consist of special education schools of disabled children at Quetta, Pakistan. The data was collected from two special educational institutes. The sample size was consists of 217 students with age group of 10-26 years old. The relationship between student`s academic performance with parenting styles was estimated by Pearson’s correlation coefficient (r). According to the findings of the present study relationship of authoritative parenting style with academic performance was found to be positive. Whereas the correlation between authoritarian and permissive parenting styles and academic performance were negatively associated. Generally, the authoritative parenting style was found to be positive parenting style and authoritarian and permissive styles were demonstrated to be negative parenting styles in the cultural perspective of Quetta.