Exploring the impact of parenting styles on university students’ educational experiences in the Colombo district, Sri Lanka

Abstract

Parental involvement is essential, as parents act as the primary educators, significantly impacting children's educational journeys. This exploratory qualitative study focuses on how various parenting styles influence the educational experiences of university students in the Colombo District, Sri Lanka, by utilizing Baumrind’s Parenting Theory and Self-Determination Theory. It investigates student perceptions regarding parenting styles in relation to academic motivation and educational development. A volunteer sample of six students aged 20-30 years from Colombo District was recruited. Data were gathered through semi-structured interviews and analyzed thematically, leading to the emergence of four key themes: 1) The role of supportive parenting in student growth, 2) Parental guidance versus student autonomy, 3) Parental expectations and lack of awareness, and 4) Cultural influences and challenging parenting practices. The findings reveal the complexities of both supportive and problematic parenting practices, alongside the impact of cultural factors on students' educational experiences. The study concludes with recommendations for future research and practical implications for parents, students, and higher education institutions.