The Importance-Performance Analysis of the Role of Parental Behaviours in Predicting Academic Self-Esteem in High School Truant Students

Document Type : Original Article

Author

MSc. in Rehabilitation Counseling, Department of Counseling, Shandiz Institute of Higher Education, Mashhad, Iran

Abstract

The purpose of this study was to investigate the role of parental behaviour in predicting academic self-esteem in truant students. A sample of 123 high school students (63 females and 60 males) from Mashhad was selected using a multistage random sampling method. They completed the Children's Reports of Parental Behaviour Inventory (CRPBI) and the Coopersmith Self-Esteem Inventory (CSEI). The study used partial least squares structural equation modelling (PLS-SEM) for data analysis. The results indicate that excessive involvement (β=-0.208) and continuous discipline (β=-0.226) negatively predict academic self-esteem, whereas orientation (β=0.286), affirmation and positive opinion expression (β=0.270) and participation in affairs  (β=0.239) positively predict academic self-esteem. The results suggest that parental behaviours indicating high control and low freedom may reduce academic self-esteem. In contrast to being sensitive to children's changes and progress, increasing academic self-esteem is associated with being involved in activities and having mild disciplinary patterns.

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History

  • Receive Date: 10 January 2024
  • Revise Date: 21 January 2024
  • Accept Date: 30 January 2024
  • First Publish Date: 08 February 2024

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