Parenting styles and teacher interaction on self-regulated learning and academic performance

Figures & data

Table 1. Mean and dispersion statistics for parenting styles, teacher-student interaction, SRL strategies and academic performance (N = 420).

		Mean	Standard Deviation	Minimum	Maximum
Authoritative		39.39	13.88	17	224
Authoritarian		27.45	11.32	14	127
Tolerant		33.05	6.57	21	131
Leadership		21.45	11.22	3	119
Understanding		18.92	3.96	1	24
Friendly/Helpful		17.50	7.80	1	111
Student freedom		9.72	7.93	1	106
Admonishing		11.98	12.49	1	115
Uncertain		8.48	13.49	1	112
Strict		12.22	11.65	1	115
Dissatisfied		7.56	12.25	1	110
Cognitive		51.40	10.97	25	147
Metacognitive & management		33.69	7.75	19	128
Academic Performance		4.19	0.90	1	5

Table 2. Pearson’s correlation coefficients for the relationship between parenting styles and cognitive and metacognitive management strategies of self-regulatory learning.

	Cognitive	Metacognitive & Management
Authoritative	.474**	.407**
Authoritarian	.016	.042
Permissive	−.157**	−.113*

**Correlation is a significant at the 0.01 level (2-tailed).

*Correlation is a significant at the 0.05 level (2-tailed).

Table 3. Spearman’s correlation on the correlation between teacher-student interaction and self-regulated learning strategies.

	Cognitive	Metacognitive & Management
Helpful/Friendly	.341**	.209**
Leadership	.254**	.117*
Understanding	.154**	.085
Student Freedom	−.173**	−.175**
Strict	−.142**	−.169**
Admonishing	−.124**	−.181**
Uncertain	−.225**	−.275**
Dissatisfied	−.217**	−.309**

**Correlation is a significant at the 0.01 level (2-tailed).

*Correlation is a significant at the 0.05 level (2-tailed).

Table 4. Spearman correlation for the relationship between self-regulated learning strategies and academic performance.

	Cognitive	Metacognitive & Management
Academic Performance	.253**	.260**

**Correlation is a significant at the 0.01 level (2-tailed).

*Correlation is significant at the 0.05 level (2-tailed).