Academic achievement: Interplay of positive parenting, self-esteem, and academic procrastination

Objective Literature illustrates that parenting entails positive and negative behaviour outcomes, personality development, subjective well-being, performance, attitudes, and academic achievement of children. The study aimed to assess the direct and indirect impact of compassionate and supportive parenting style (i.e., positive parenting) on the academic achievement. Method The sample included 210 male and 292 female undergraduate university students. The age of the participants ranged between 22 and 24 year (M = 22.64, SD = .77). Perceived Dimensions of Parenting Scale, Rosenberg Self-Esteem Scale, Procrastination Assessment Scale for Students, and Cumulative Grade Point Average were used as measures along with other demographic data. Path analysis through structural equation modelling via AMOS 21.0 was run to assess the mediational path model. Results The results indicated that 19% variance (R-2 = .19) in academic achievement was accounted for by compassionate and supportive parenting style. In addition to direct impact = .27, the compassionate and supportive parenting style appeared to have a significant positive indirect impact = .08 on academic achievement via self-esteem and academic procrastination. Conclusion The findings indicate that positive parenting has a significant impact on the self-esteem of university students, and self-esteem significantly mediates between positive parenting, academic procrastination and academic achievement.