Abstract:
In this quantitative investigation, we examined the interplay among
prosocial behaviour, parenting styles, and academic performance in young adults,
postulating a connection between these factors and academic success. A sample of
300 students (N=300), aged between 19 and 25, was drawn from diverse
universities, comprising 145 male students and 155 female students. Academic
performance served as the dependent variable, while parenting style use and
prosocial behaviour were identified as independent variables. Data collection
involved distributing questionnaires containing statements related to the specified
variables, utilizing a convenient sampling technique across different universities
of Lahore. The study aimed to investigate the impact of parenting style on prosocial
behaviour, assess gender-based differences in parenting style and prosocial
behaviour, and investigate the overall relationships among these variables.
Employing SPSS 26, Pearson product-moment correlation, and independent t-test
analyses, the study aimed to derive comprehensive insights into the dynamics of
the examined relationships. The study found that there is a positive relationship
between authoritative parenting style and prosocial behaviour and negative
relationship between parenting style and academic performance.
