PARENTING STYLE AND CLASSROOM MOTIVATION: A STUDY OF SECONDARY SCHOOL STUDENTS OF PAKISTAN

Motivation is an important factor in terms of educational involvement and achievement. Motivation itself is influenced by a number of factors. One very important factor influencing motivation is the parents' role. Psychologists and educationists are of the opinion that child rearing practices have a direct bearing on the educational performance of children. The purpose of the current study was to examine the relationship between parenting styles and their children classroom motivation. The study explored the relationship of different parenting styles (authoritative, authoritarian and permissive) with classroom motivation of students. The study also explored the impact of gender on parenting styles and motivation in the classroom. A sample of two hundred and forty 240 (120 male and 120 female) students was randomly selected from eight secondary (four boys' and four girls' schools). The study was descriptive in nature and survey method was used to collect the data. Two research instruments were used for this study. One instrument was used to measure parenting style. The second instrument measured students' classroom motivation. Results showed that male students having parents with authoritative parenting styles are more motivated towards learning as compared to female students. The Pearson Correlation Coefficient showed a significant relationship of students having parents with authoritative parenting styles and their classroom motivation. No significant difference was found in the learning motivation of male and female students with parents having authoritarian and permissive parenting style. This research has important implications for teachers, parents and policy makers in Pakistan.