Parenting styles and child learning: A systematic review of recent scientific literature
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Abstract
The study aimed to analyze the relationship between parenting styles and children's learning based on recent scientific evidence. A systematic literature review was conducted following the PRISMA 2020 guidelines, ensuring a transparent and reproducible process. The search was performed in the Scopus database, covering the period 2020–2025, and included original articles and systematic reviews on cognitive, emotional, and academic dimensions of children's learning. Of the 103 articles identified, 12 studies were selected that met the inclusion and methodological quality criteria. The results showed that the authoritative parenting style promoted better cognitive, emotional, and academic development, while the authoritarian, permissive, and neglectful styles were associated with lower socio-emotional adjustment and poor academic performance. Furthermore, mediating variables such as academic engagement, self-regulation, and self-esteem were identified as influencing the effects of parenting on learning. It was concluded that parental environments based on emotional support and clear boundaries promote a comprehensive education, and it was recommended to strengthen communication and empathy in family guidance programs
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