The effect of parents' parenting styles on the children's achievement motivation and self-esteem

The family the environment is the first and most effect on the development of a children's personality and achievement motivation and self-esteem. The aim of this study was to investigate the effect of parenting styles on the children's achievement motivation and self-esteem of 10 to 12 years. The method of the present study was quasi-experimental with a post-test pretest design with a control group. The statistical population of the present study included all male and female students aged 10 to 12 years in District 4 of Tehran as well as the parents (parents) of those students. In this study, a simple cluster sampling method used. Thus, out of all primary schools in Tehran's 4th district, two schools (Ehsan and Saba schools) selected as a cluster, and 30 people (15 experiments and 15 control people) were randomly assigned to experimental groups and control groups. The experimental group received educational intervention in three 90-minute sessions over three months. The tool used in this study included a self-esteem scale by Pep et al. (1989) and motivation for progress scale by Herman (1977). Data were analyzed and analyzed using covariance analysis. The results of the data analysis showed that the intervention effect of parenting styles had a significant effect on self-esteem with effect size (0.78) more than motivation with the effect size (0.56). So, teaching parents parenting styles have a significant effect on the motivation of children to progress and self-esteem for 10 to 12 years at the same time.