Democratic Parenting and Its Impact on Academic Motivation and Personal Responsibility in High School Students

Abstract

This study explores the extent to which parental attitudes influence high school students’ academic motivation and their sense of personal responsibility. A predictive correlational research design was employed, involving a sample of 368 tenth-grade students from six different high schools.

Data was collected using standardized instruments measuring parental attitudes, academic motivation, and personal responsibility. Statistical analyses, including independent samples t-tests, MANOVA, Pearson correlation, and multiple linear regression, were conducted to examine gender differences and the relationships among variables.

The findings indicate that parental attitudes significantly predict both academic motivation and personal responsibility. Democratic parenting practices explain 31.2% of the variance in students’ personal responsibility and 25.7% of the variance in academic motivation.

These results suggest that supportive and democratic parental behaviors contribute meaningfully to students’ academic engagement as well as their social and personal development. The study underscores the importance of family environment in shaping positive educational and developmental outcomes.