INFLUENCE OF PARENTING STYLES ON LEARNING MOTIVATION AS EXPRESSED BY SECONDARY SCHOOL STUDENT IN ILORIN METROPOLIS, KWARA STATE

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1.1 Background of the Study

Parenting, a multifaceted concept, encompasses the practices, behaviors, and emotional bonds that parents establish with their children to ensure proper upbringing and development (Baumrind, 2021). It is a vital process through which parents instill values, norms, and behaviors necessary for children’s holistic growth. Parenting styles, a critical subset of parenting, describe the consistent patterns and approaches parents use in their interactions with children, categorized into authoritative, authoritarian, permissive, and neglectful styles (Darling & Steinberg, 2021). These styles differ in terms of responsiveness and demandingness, which are essential in shaping a child’s social, emotional, and academic outcomes.

 

Motivation, another critical construct, is the driving force that initiates, sustains, and directs behavior toward achieving specific goals (Deci & Ryan, 2021). Within the educational context, learning motivation refers to the internal or external factors that stimulate a student’s desire and persistence in academic tasks. It includes intrinsic motivation, which is driven by personal interest and enjoyment, and extrinsic motivation, influenced by external rewards or pressures (Ryan & Deci, 2022). Learning motivation is crucial as it directly influences students' engagement, performance, and long-term academic success.

 

The relationship between parenting styles and learning motivation is a focal point in developmental and educational psychology. Research has consistently highlighted that authoritative parenting, characterized by high responsiveness and high demands, fosters a supportive environment conducive to intrinsic motivation and academic success (Gonzalez & Wolters, 2022). Authoritarian parenting, marked by high demands but low responsiveness, often results in students exhibiting extrinsic motivation or even decreased learning enthusiasm. Conversely, permissive parenting, with high responsiveness but low demands, may lead to a lack of discipline and inconsistent motivation, while neglectful parenting, marked by low responsiveness and low demands, is typically associated with poor academic outcomes and diminished motivation (Pinquart, 2021).

 

In Ilorin Metropolis, Kwara State, secondary school students’ learning motivation may reflect these dynamics, as cultural and socioeconomic factors influence parenting practices. Local studies suggest that parenting styles in the Nigerian context are often shaped by traditional norms, economic challenges, and varying levels of parental education (Adeyemi & Idowu, 2023). Understanding how these styles interact with students’ motivation can inform educational policies and interventions tailored to enhance academic engagement and success.

 

1.2 Statement of the Problem

Abusive parenting styles, encompassing emotional, physical, or psychological maltreatment, present significant challenges to students’ learning motivation. Abusive practices often stem from authoritarian and neglectful parenting styles, where excessive control, harsh discipline, or lack of emotional support undermines a child's confidence and willingness to engage in learning activities (Smith et al., 2021). This maltreatment disrupts the development of self-efficacy, a critical component of intrinsic motivation, leaving students with diminished interest and persistence in academic tasks.

 

Studies have shown that students exposed to abusive parenting exhibit higher levels of anxiety, depression, and disengagement, directly impacting their cognitive and emotional readiness for learning (Olson et al., 2022). In the Nigerian context, societal pressures and economic hardships may exacerbate abusive parenting tendencies, as parents struggle to balance their roles amid challenging circumstances (Olawale & Adebayo, 2023). Secondary school students in Ilorin Metropolis are not immune to these challenges, with reports indicating that such parenting practices contribute to high dropout rates, poor academic performance, and low self-esteem among affected students.

 

Despite the growing awareness of the detrimental effects of abusive parenting, interventions addressing the issue remain limited, particularly in low-resource settings. This study seeks to fill this gap by exploring the intricate relationship between parenting styles and learning motivation among secondary school students in Ilorin Metropolis. Understanding these dynamics is crucial for developing targeted programs that empower parents with effective parenting skills, foster supportive home environments, and enhance students’ academic motivation and success.

 

1.3 Objectives of the Study

The primary objective of this study is to examine the Influence of Parenting  Styles on Learning Motivation as expressed by Secondary School Student in Ilorin Metropolis, Kwara state. Other specific objectives are:

1. To identify the predominant parenting styles practiced by parents of secondary school students in Ilorin Metropolis.

2. To assess the level of learning motivation among secondary school students in Ilorin Metropolis.

3. To determine the relationship between parenting styles and students’ learning motivation.

4. To examine the influence of gender on the perceived relationship between parenting styles and learning motivation.

5. To explore the role of socioeconomic status in shaping parenting styles and its subsequent impact on learning motivation.

 

1.4 Research Questions

The following research questions guide this study:

1. What are the predominant parenting styles practiced by parents of secondary school students in Ilorin Metropolis?

2. What is the level of learning motivation among secondary school students in Ilorin Metropolis?

3. Is there a significant relationship between parenting styles and students’ learning motivation?

4. Does gender influence the perceived relationship between parenting styles and learning motivation among students?

5. How does socioeconomic status impact the relationship between parenting styles and learning motivation?

 

1.5 Research Hypotheses

The following hypotheses are tested in this study:

H₁: There is a significant relationship between parenting styles and the learning motivation of secondary school students in Ilorin Metropolis.

H₂: Authoritative parenting style has a stronger positive influence on students’ learning motivation compared to other parenting styles.

H₃: Male and female students perceive the influence of parenting styles on learning motivation differently.

H₄: Socioeconomic status significantly moderates the influence of parenting styles on students’ learning motivation.

H₅: Parenting styles significantly predict variations in students’ learning motivation.

 

1.6 Significance of the Study

The study on the "Influence of Parenting Styles on Learning Motivation as Expressed by Secondary School Students in Ilorin Metropolis, Kwara State" is of profound practical and theoretical significance. Practically, the study provides invaluable insights for parents, educators, and policymakers by highlighting the impact of different parenting styles—authoritative, authoritarian, permissive, and neglectful—on the learning motivation of secondary school students. For parents, the findings can serve as a guide to adopting nurturing and supportive parenting practices that promote intrinsic motivation, self-confidence, and academic success among their children. For educators, understanding the interplay between parenting styles and learning motivation equips them to identify students at risk of academic disengagement due to unsupportive home environments, enabling the implementation of targeted interventions such as mentoring, counseling, and parental involvement programs. Additionally, the study informs policymakers and educational planners in Kwara State about the need to design policies and initiatives that address parenting-related barriers to learning motivation, such as parent education programs and workshops to foster effective parenting strategies. Theoretically, this study contributes to the growing body of literature on the nexus between parenting styles and student motivation, particularly in the Nigerian and broader African context, where sociocultural norms and economic challenges uniquely shape parenting behaviors. It expands existing theories, such as Baumrind’s framework of parenting styles and Deci and Ryan’s Self-Determination Theory, by exploring their relevance and applicability within a multicultural and resource-constrained environment. By examining the moderating roles of factors like socioeconomic status, gender, and cultural expectations, the study also offers new perspectives for understanding how contextual variables influence the dynamics of parenting and learning motivation. Furthermore, it provides a basis for future empirical research, enabling scholars to explore related areas such as the longitudinal effects of parenting styles on academic outcomes and the role of teacher-student relationships in mediating these effects. Ultimately, this study bridges the gap between theory and practice, ensuring that its findings translate into actionable recommendations that benefit students, families, and the education system as a whole, thereby fostering a generation of motivated and high-achieving learners.

 

1.7 Scope of the Study

This study focuses on identifying the predominant parenting styles practiced by parents of secondary school students in Ilorin Metropolis, assess the level of learning motivation among secondary school students in Ilorin Metropolis, determine the relationship between parenting styles and students’ learning motivation, examine the influence of gender on the perceived relationship between parenting styles and learning motivation, and explore the role of socioeconomic status in shaping parenting styles and its subsequent impact on learning motivation. This study is delimited to  Secondary School Student in Ilorin Metropolis, Kwara state, hence  Secondary School Student in Ilorin Metropolis, Kwara state shall serve as enrolled participants for the study.

 

1.8 Limitations of the Study

While this study provides valuable insights into the Influence of Parenting  Styles on Learning Motivation as expressed by Secondary School Student in Ilorin Metropolis, Kwara state, it is important to acknowledge several limitations that impacted its scope and execution. One significant limitation is the lack of sufficient literature on the specific Influence of Parenting  Styles on Learning Motivation as expressed by Secondary School Student within the Ilorin Metropolis, Kwara state. Although global research highlights the benefits of these services, the dearth of localized studies limited the availability of contextual frameworks and secondary data, necessitating reliance on broader, less specific literature to support the study's analysis. Additionally, the limited time frame for conducting the research posed challenges in terms of data collection, analysis, and interpretation. The constraints of a fixed academic calendar and the need to adhere to deadlines restricted the depth of engagement with respondents, potentially reducing the richness of qualitative insights gathered from students.

 

Financial constraints also posed a notable limitation, as the study required resources for transportation, data collection tools, and administrative expenses, which were constrained by a modest research budget. This limitation impacted the scale of the research, restricting the number of schools and respondents that could be included in the sample, thereby limiting the generalizability of the findings. Furthermore, the researcher's involvement in other academic activities, such as coursework, teaching responsibilities, and institutional commitments, divided attention and time, which could have otherwise been fully devoted to the study. Balancing these responsibilities with the demands of rigorous research often led to compromises in scheduling interviews and administering surveys, potentially affecting the comprehensiveness of the data collected.

 

1.9 Definition of Terms

Parenting:

The process of raising and nurturing children by providing physical, emotional, social, and intellectual support to ensure their development and well-being. It involves behaviors, practices, and attitudes adopted by parents to guide their children.

 

Parenting Styles:

Distinct patterns of behaviors and strategies used by parents in raising their children, categorized into authoritative, authoritarian, permissive, and neglectful styles based on levels of responsiveness and demandingness.

 

Motivation:

The psychological process that initiates, directs, and sustains goal-oriented behaviors. It is broadly divided into intrinsic motivation, driven by internal satisfaction, and extrinsic motivation, influenced by external rewards or pressures.

 

Learning Motivation:

A student’s drive or desire to engage in academic tasks, influenced by both intrinsic factors, such as interest and curiosity, and extrinsic factors, such as parental encouragement and rewards.

 

Secondary School Students:

Adolescents enrolled in formal education institutions offering secondary education, typically between the ages of 12 and 18 years, who are at a critical stage of cognitive, emotional, and academic development

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