ADOLESCENT MENTAL HEALTH IN RELATION TO FAMILY DYNAMICS, PARENTING METHODS, AND STUDENTS' LONG-TERM OUTLOOK AND ACADEMIC SUCCESS

Abstract

Aim: The objective of the ongoing review was to examine the way in which parental and maternal nurturing practices can impact young people's scholarly achievement. Determine how family dynamics, parenting styles, and pupils' mental health are related. Future prospects and academic success.

Methodology: To assemble information from members, the Parental Power Poll was utilized. The understudy's earlier end of the year test score was viewed as their scholarly accomplishment. The under graduate Art/Science students (N=300) in their last year made up the study's sample. The hypothesis was tested using a Basic Straight straightforward Relapse Investigation analysis.

Findings: The study's findings indicated that an adolescent's academic success was positively predicted by both parents' authoritative parenting styles. While parental authoritarianism—both maternal and paternal—was found to be an unfortunate indicator of scholarly accomplishment. Findings: Neither the mother nor the father's results for a permissive parenting style were statistically significant. The current study shed light on the contributions that parenting makes to academic success.

Keywords: Adolescent, Parenting, Academic Performance, Student Success, Mental Health