Parenting Styles, Academic Self-Efficacy, and Decision-Making Power in University Students
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This study aims to examine the association between parenting styles, academic self-efficacy, and decision-making power among university students. The sample included 200 undergraduate and postgraduate students (100 men and 100 women) aged 18-28 years. Purposive sampling technique was used to select the participants. They were surveyed using a short version of the Parental Authority Questionnaire, Academic Self-Efficacy Scale, and Decision-Making Collaboration Scale. Correlation analysis was employed to assess the relationships between variables. Independent sample t-test was used to examine gender differences and regression analysis was used to identify the predictor variables for decision-making power. The results indicated a positive relationship between authoritative parenting styles, decision-making power, and academic self-efficacy among university students (p < .05). Regression analysis indicated authoritative parenting, permissive parenting, curricular activities, utilization of resources, and adjustment as predictors of decision-making power in university students. The results of an independent sample t-test showed significant gender differences between authoritarian parenting, curricular activities, and time management. Based on the results, the study concluded that the decision-making abilities of university students are significantly shaped by parenting styles, academic self-efficacy, and factors such as curricular activities and resource utilization. Further, gender differences in certain aspects highlight the need for tailored interventions. Overall, this research provides valuable insights for fostering holistic student development.
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