Parenting Styles, Perceived Stress and Academic Self Concept Among Young Adults: Review Study

Abstract

The aim of this review of literature is to understand the different parenting styles, and how each parenting style impacts the stress and academic self-concept of students. Discussing the three parenting styles proposed by Baumrind (1967) (authoritative, authoritarian and permissive), and how each of these cast an influence on the perceptions students have about demanding life situations (perceived stress), as well as their view of themselves and their abilities in academics (academic self-concept), is one of the main motives behind this study. A common pattern can be seen throughout the studies, which suggest a significantly negative association between authoritative parenting and perceived stress, along with a positive relationship it shared with academic self-concept. However, the quoted analyses did not prove to be adequate to understand the relationship authoritarian and permissive parenting shared with perceived stress and academic self-concept. This review study puts forward the problem of very few researches in the field of parenting styles, perceived stress, and academic self-concept, and opens up the possibility for future researchers to gain a deeper understanding and establish more statistically evident associations between the three variables. This study can give rise to a more holistic perspective of development of academic self-concept and the perception of stress ensuring a healthier overall development and well-being of the young population.