Parenting Styles, Prosocial Behaviour and Academic Performance in Young Adults

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.