| dc.description.abstract | Background: Even with the efforts made by the government of Uganda that’s through the provision of UPE and USE to the children of Uganda, there is still a lacking in the academic esteem of children seen through the high rate of poor academic performance in Soroti district. This study examined the parenting styles and cognitive development in the academic esteem of children in Soroti district. Method: This was a correlation research design because it established relationships between variables. Random sampling was used to select study participants and self-answering of the questionnaire was done. This study interviewed a total of 80 senior two students of Light Secondary school, Soroti. Collected data was entered and cleaned in Microsoft excel 2016 and exported to SPSS (Version 21) for further analyses. Descriptive analysis and Pearson correlation coefficient analyses were done. Significance was set at P<0.05. Results: There was no significant relationship between parenting styles and academic esteem in Soroti (r= 0.115, p= 0.309). There was no significant relationship between cognitive development and academic esteem in Soroti (r= 0.009, p= 0.940). The parents in Soroti district uses Authoritative, Authoritarian, Uninvolved, and Permissiveness parenting styles. Conclusion: The Parenting styles and cognitive development are not important factors in influencing academic esteem | en_US |
