The Influence of Paternal Engagement and Parenting Approaches on the Academic Achievement of Adolescents in Georgia

The article investigates the educational achievement of adolescents in today's Georgia, the degree of emotional and behavioral involvement of fathers in their children's lives, and the relationship between humane and authoritarian parenting styles. The concept of humane pedagogy, which was devised by Dr. Shalva Amonashvili, serves as the methodological foundation of the study. Amonashvili differentiates between humane and authoritarian educational approaches. The study's relevance is attributed to the preservation of traditional patriarchal norms in Georgian society, which primarily associate the maternal function with the care of children. Consequently, the participation of fathers in the daily educational process is diminished. The research proposes a hypothesis regarding a positive correlation between indicators of academic motivation, emotional well-being, and educational achievements of adolescents and a humane parental style and a high level of paternal involvement. A quantitative survey of pupils in Tbilisi high schools, employing standardized psychometric scales, serves as the methodological foundation. The findings of the analysis corroborate that adolescents exhibit higher levels of academic motivation, emotional stability, and positive self-esteem when they are subjected to a humane parenting style that incorporates support, respect, and dialogue, in conjunction with active paternal involvement. Conversely, an authoritarian parental approach is significantly associated with diminished emotional well-being, academic demotivation, and elevated anxiety. The article also delineates the social profile of the contemporary Georgian father and offers practical advice for promoting a humane parenting approach.