A Qualitative Exploration of the Role of Authoritative Parenting in Developing Self-Esteem and Academic Achievement among Students in District Swabi

Abstract

This study explores the role of authoritative parenting in the development of self-esteem and academic achievement among university students in District Swabi. Using a qualitative research design, the study adopts a phenomenological approach to understand students’ lived experiences and perceptions of their parents’ parenting style. A purposive sample of 20 university students was selected, and data were collected through semi-structured, in-depth interviews. The collected data were analyzed using thematic analysis following Braun and Clarke’s (2006) framework. The findings reveal that authoritative parenting, characterized by emotional warmth, support, balanced guidance, and encouragement of autonomy, plays a significant role in shaping students’ self-esteem and academic success. Students who experienced supportive and communicative parenting reported higher levels of confidence, motivation, and engagement in their academic activities. Self-esteem emerged as a key mediating factor, influencing students’ ability to cope with academic challenges and achieve their educational goals. Additionally, the study highlights that parental encouragement of independence and decision-making fosters responsibility and enhances academic performance. The study conclude that authoritative parenting contributes positively to both psychological well-being and academic outcomes. It emphasizes the importance of a balanced parenting approach in promoting students’ overall development, particularly within the cultural context of District Swabi. The findings provide valuable insights for parents, educators, and policymakers to support students’ academic and personal growth.