The study analysed the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis. Convenience and simple random sampling techniques were used to select the schools and 376 respondents, respectively. Pearson’s Correlation Coefficient Matrix and multiple ordinary least square were used to estimate the impact of parenting styles on academic performance. The study found that authoritative parenting style had greatest significant positive impact on academic performance of the students (β = 0.104, SE = 0.011, t = 9.539, p < 0.001), followed by authoritarian style (β = 0.044, SE = 0.011, t = 3.971, p < 0.001). However, permissive style had no significant impact on students’ academic performance (β = 0.042, SE = 0.025, t = − 1.682, p = 0.093). Neglecting style had significant negative impact on students’ academic performance (β = 0.072, SE = 0.011, t = − 6.740, p < 0.001). Following from the study findings, it is recommended that the Schools in collaboration with the Parent Teacher Association should organise guidance and counselling programs for parents to sensitise them on various parenting styles and their ramifications on academic performance of students. Also, Class Counsellors’ professional capabilities to manage the psycho-social problems of students are imperative for an improved academic performance of the latter.

该研究分析了库马西都市高中学生的教养方式与学业成绩之间的关系。分别使用方便和简单的随机抽样技术来选择学校和 376 名受访者。使用 Pearson 相关系数矩阵和多重普通最小二乘法来估计教养方式对学业成绩的影响。研究发现，权威教养方式对学生学业成绩的显着正向影响最大（β  =0.104，SE=0.011，t  =9.539，p  <0.001），其次是权威教养方式（β  =0.044，SE=0.011，t  = 3.971, p < 0.001)。然而，宽容的风格对学生的学习成绩没有显着影响（β  = 0.042，SE = 0.025，t  = − 1.682，p  = 0.093）。忽视风格对学生的学习成绩有显着的负面影响（β  = 0.072, SE = 0.011, t  = − 6.740, p < 0.001)。根据研究结果，建议学校与家长教师会合作，为家长举办指导和辅导计划，让他们了解不同的养育方式及其对学生学业表现的影响。此外，班级辅导员管理学生心理社会问题的专业能力对于提高学生的学业成绩也必不可少。