The effect of parents' reward and punisment methods on academic achievement of the children: The mediating role academic procrastination and study time

The main purpose of this research is to examine the relationships between the reward-punishment methods of parents and their children's academic procrastinations, study time and academic achievement. In this end, these relationships have been tested by using path analysis of the structural equation modeling. The population of the research is consists of 8th grade students studying in the public secondary schools in Malatya during 2018-2019 academic year. The sample of the study consists of 824 adolescents, 397 girls (48.17%) and 427 boys (51.83%), selected by the stratified sampling method. As data collection instruments the Mother-Father Reward and Punishment Methods Inventory (Child Form), Academic Procrastination Scale and Personal Information Form were used in the research. Before testing the hypothetical model proposed, confirmatory factor analysis of the scales and the suitability of the observed variables to be used in the structural model were examined. Therefore, the structures of the Mother-Father Reward and Punishment Methods Inventory (Child Form) and the Academic Procrastination Scale were tested with the measurement model. As a result of the analysis, it was found that the measurement model has acceptable fit values. Then, the hypothetical model was tested. As a result of the analysis, it was found that the model demonstrated good fit with a single modification in the hypothetical model. The fit indicies, for the hypothetical model have excellent values χ2 = 17.592, sd = 6 and χ2 / sd = 2.932, IFI = .99, TLI (NNFI) = .95, CFI =. 99, SRMR = .014, RMSEA = .048 and PClose = .490. After the proposed model was verified with the fit indicies, the hypotheses were tested by path coefficients (β) and t values. According to the findings of the research, it was found that mothers' and fathers' verbal-emotional rewards and permission rewards effect children's study time, directly and positively and children's academic procrastination directly and negatively. Mothers' and fathers' activity-based rewards, and banning punishments effect children's study time directly and negatively. Mothers and fathers' activity-based rewards, and corporal punishments directly and positively effect children's academic procrastination. Mothers' and fathers' verbal-emotional punishments directly and positively effect children's study time. Mothers' and fathers' material rewards directly and negatively effect children's academic achievement. Children's academic procrastination directly and negatively effects study time and academic achievement. Children's study time directly and positively effects academic achievement. It was found that there was a positive and indirect effect of mothers' and fathers' verbal-emotional and permission rewards on children's academic achievement via academic procrastination and study time. On the other hand, there was a negative and indirect effect of mothers' and fathers' activity-based rewards, and corporal punishments on children's academic achievement via academic procrastination and study time. Furterhermore, indirect and total effects between the variables were examined. Considering the efforts of their children in the process, it is recommended that parents show behaviors, such as hugging and appreciation, which sincerely express their personal satisfaction, and use verbal-emotional rewards in the form of "well done, bravo" since it positively affects their children's academic achievements. In accordance with the research findings, some suggestions were offered.