Behind The Grades: How Self-Esteem, Procrastination, And Authoritarian Parenting Shape Young Adults’ Academic Performance

The present study examined how self-esteem, procrastination, authoritarian parenting influence student’s Academic Performance. Main purpose of this study was to assess how personal traits and familial factors relate to students’ academic outcomes. The sample included 110 participants who were university students aged between 18 and 25 years, selected through convenience sampling. Standardized self-report questionnaires, including – the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to assess self-esteem, the General Procrastination Scale (Lay, 1986) to measure procrastination tendencies, the Authoritarian Subscale of the Parental Authority Questionnaire (Buri, 1991) to assess Authoritarian parenting style, and the Academic Performance Scale (Birchmeier et al., n.d.) were used. Data was analyzed using the computer software application Jamovi version 2.7.12. The analysis of the study shows that there existed a positive correlation between self-esteem and academic performance whereas procrastination along with authoritarian parenting were negatively associated with the former. The results imply that self-esteem at a higher level is a support to the academic achievement, meanwhile, procrastination and authoritarian parenting, will drag the student's performance down.