Abstract

The main purposeof this study is to determine the relationships between parenting style and academic self-efficacy among adolescents in Kerman-Iran.This study utilizes a quantitative approach and correlation research design. The respondents' group of this study consisted of 2246 male and female high school students whowere identified by stratified random sampling technique. Instruments for data collection include Morgan-Jink Academic Self-efficacy and Parent Authority Questionnaire. The Pearson Product-moment correlation coefficient showed that there is a positive relationship between authoritative parenting style and academic self-efficacy, while there is a negative relationship between authoritarian and permissive parenting style and academic self-efficacy.