The Association Between Academic Performance, Self-efficacy and Parenting Style Among Malaysian Undergraduate Dental Students

Abstract

Self-efficacy and parenting style have been associated with academic performance and therefore should be investigated to facilitate students' overall well-being. This study was undertaken to determine the association between self-efficacy, parenting style and academic performance among dental students at a Malaysian institution. A validated survey instrument containing the Parental Authority Questionnaire (PAQ) and the Self-Efficacy for Learning Form-Abridged (SELF-A) was distributed online to all dental students (Year 1 to Year 5; n = 356) at Universiti Teknologi MARA (UiTM), Malaysia. Quantitative data were analysed via chi-square test, independent t-test and analysis of variance (significance value p < 0.05). The response rate was 87.7% (n = 356). Most parents (53.6% of fathers, 62.9% of mothers) demonstrated an authoritative parenting style. The mean self-efficacy score of all students was 3.35 out of 5.00 [standard deviation (SD) = 0.51]. Most students demonstrated average academic performance (65.7%). Students' academic performance and self-efficacy were significantly associated with academic year, but not with household income. There was a significant correlation between: (1) students' academic performance and fathers' parenting style; (2) students' self-efficacy and parenting style of both parents; and (3) students' self-efficacy and their academic performance. Parenting style and self-efficacy are significant factors that determine students' academic performance.