TPC Journal V8, Issue 4- FULL ISSUE

334 The Professional Counselor | Volume 8, Issue 4 Table 2 Summary of Multiple Regression Analysis for Variables Predicting Authoritative Parenting Style Variable B SE(B) β   T Sig. ( p ) Rational Beliefs .26 .10 .38 2.84 .01 Irrational Beliefs .41 .10 .46 4.12 .00 Global Evaluation -.56 .30 -.25 -1.84 .07 A simple linear regression was performed to test the hypothesis that authoritative parenting predicts student achievement. Based on prior research findings that suggest authoritative parenting is related to positive student achievement, authoritative parenting served as a predictor variable; the criterion variable was GPA. Output from the analysis revealed that authoritative parenting did not predict GPA for this sample of parents: F (1, 40) = .642, p > .05. Finally, the hypothesis that parenting beliefs predict student achievement–related variables was tested using multiple linear regression modeling. IB, RB, and GE were predictor variables and parent involvement, suspension, and homework completion were criterion variables. A combination of these predictor variables yielded a non-significant regression equation when parental involvement was the criterion variable: F (3, 37) = 1.773, p = .169. Suspensions were not predicted by RB, IB, or GE: F (3, 37) = 1.232, p = .312. Finally, a combination of these predictor variables yielded a non-significant regression equation when homework completion was the criterion variable: F (3, 37) = 2.382, p = .085. Although this model did not explain variance in homework completion, IB was positively and significantly related to homework completion: t (39) = 2.34, p = .025; β = .357. Discussion The hypotheses put forth based on previous research and literature were supported and refuted in various instances based on the analyses of the data collected. In regard to the first hypothesis, all student achievement–related factors except discipline referrals were significantly related to GPA. This finding is consistent with research that explores the relationships of proximal student achievement–related factors and distal student achievement outcomes. Parental involvement in their child’s schooling, homework completion, and suspensions are predictors of GPA. Each of these variables contributed to the overall model for predicting student achievement. This finding demonstrates the value of parental involvement and homework completion in the success of students. Additionally, the negative impact of suspension on the academic achievement of students is highlighted. This outcome signals the importance of fostering safe and inviting schools and establishing policies that offer alternatives to suspension unless absolutely necessary. The second hypothesis purported that authoritative parenting is significantly related to RB, IB, and GE. This hypothesis was supported; combined, RB, IB, and GE predicted authoritative parenting. Research findings suggest that authoritative parenting is related to student achievement, so it is