Parental Child Rearing Methods and Personal Entrepreneurial Competencies of Students in Rivers State Public Universities

  • Ndidi Pricilla Onyirimba Entrepreneurships Option, Department of Management, Ignatuis Ajuru University of Education, Port Harcourt, Rivers State, Nigeria
  • Doris Ngozi Ogbonna Entrepreneurships Option, Department of Management, Ignatuis Ajuru University of Education, Port Harcourt, Rivers State, Nigeria
  • Boma Graham Ogolo Entrepreneurships Option, Department of Management, Ignatuis Ajuru University of Education, Port Harcourt, Rivers State, Nigeria
Keywords: parenting, child rearing, entrepreneurial competencies, self-efficacy, social networking, ambiguity tolerance


This research investigates the impact of parenting styles on the entrepreneurial skills of college students in public universities in Rivers State. Conducted as a cross-sectional survey, it involved 1,564 undergraduate management majors enrolled during the 2018–2019 academic year, with a sample size of 309 accounting for the finite population. The PCRMPECQ questionnaire assessed parental child-raising methods and personal entrepreneurial abilities. Spearman Rank Order Correlation Coefficient was used for hypothesis testing, setting the significance threshold at 0.01, with partial correlation employed to control for group influence. Findings revealed a correlation between students' entrepreneurial competencies and authoritative parenting styles, characterized by love, support, and reasonable control. The study suggests that children are more likely to develop entrepreneurial abilities when raised by authoritative parents, who balance warmth and support with appropriate discipline. This parenting style fosters self-reliance, confidence, and problem-solving skills, essential for entrepreneurial success.


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How to Cite
Onyirimba, N. P., Ogbonna, D. N., & Ogolo, B. G. (2024). Parental Child Rearing Methods and Personal Entrepreneurial Competencies of Students in Rivers State Public Universities. Central Asian Journal of Social Sciences and History, 5(3), 12-37.