PERMISSIVE EDUCATION AND SCHOOL PERFORMANCE: IMPACTS ON STUDENTS’ BEHAVIOR AND MOTIVATION FOR LEARNING

Abstract

Permissive education, or permissive parenting, refers to indulgent parenting practices, with few demands and limits, which play a crucial role in children's development and behavior, especially in the school context. This style can negatively impact motivation for learning, as children tend to have difficulty dealing with frustrations, rules and routines. The study seeks to analyze the influence of this style on student motivation, identifying how the absence of limits interferes with behavior and school performance, in addition to suggesting strategies to mitigate negative effects. A mixed methodology was used, with bibliographical research and qualitative and quantitative studies, involving 80 parents and 45 teachers. The findings indicate that permissive parenting negatively affects students' motivation and learning, as reported by teachers and recognized by participating parents. Children of permissive parents tend to have difficulty following rules and adopting consistent study habits. The absence of clear limits and expectations results in behaviors aimed at immediate satisfaction and resistance to tasks that require effort, affecting intrinsic motivation for learning. This lack of internal discipline can lead to lack of interest in school activities, procrastination and low academic performance.