FROM COUCH TO CLASSROOM: HOW PARENTING, EMOTIONS, AND HABITS INTERTWINE IN ADOLESCENT ACADEMICS

Abstract

The current study aimed to explore the relationship between perceived parental styles, sedentary behavior, emotional intelligence, and academic problems in adolescents. A Correlational research design was used to conduct the study. The data was collected from the Private and government schools and colleges of Lahore. A purposive sampling technique was used to gather data from 300 participants including 154 boys and 146 girls. Perceived Parental Styles Scale (PPSS), Sedentary Behavior Scale (SBS), Wong and Law Emotional Intelligence Scale (WLEIS), and School Children Problem Scale (SCPS-PA) were used to collect information from the participants. The results revealed that warmth parenting has a significant negative correlation with academic problems (r= -0.11, p< 0.05). Moreover, warmth parenting had a positive and significant relationship with emotional intelligence (r= 0.25, p< 0.001) while it has a significant negative relationship with academic problems (r= 0.11, p< 0.05). The sedentary behavior scale had a significant positive relationship with academic problems (r = 0.25, p < 0.001). However, screen usage also had a significant positive relationship with academic problems (r = 0.25, p< 0.001). Lack of physical activity had a significant negative correlation with emotional intelligence (r= -0.12, p< 0.01) and a significant positive correlation with academic problems (r= 0.15, p< 0.001). Furthermore, emotional intelligence and academic problems are significantly negatively correlated with each other (r = 0.23, p< 0.001). This study reveals that parenting styles are significantly correlated with academic problems and sedentary behaviors are negatively correlated with emotional intelligence while emotional intelligence is also negatively correlated with academic problems. This study will provide vital information on the effect of parenting on academic problems.