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Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis
Abstract
Parents and researchers alike are interested in how to promote children’s academic competence. The present meta-analysis integrates the results of 308 empirical studies on associations of general parenting dimensions and styles with academic achievement of children and adolescents assessed via grade point average or academic achievement tests. Parental responsiveness (warmth), behavioral control, autonomy granting, and an authoritative parenting style were associated with better academic performance both concurrently and in longitudinal studies, although these associations were small in a statistical sense. Parental harsh control, and psychological control, as well as neglectful, authoritarian, and permissive parenting styles were related to lower achievement with small to very small effect sizes. With three exceptions, parenting dimensions and styles also predicted change in academic achievement over time. Moderating effects of child age, ethnicity, reporter on parenting and academic achievement, quality of the parenting and achievement measure, and publication status were identified. It is concluded that associations of academic achievement with general parenting dimensions/styles tend to be smaller than associations of school-specific parental involvement which have been addressed in previous meta-analyses.
... There are three basic parenting models that stand out in the relevant literature. These are authoritarian, permissive (lax) and democratic (competent) attitudes (Pinquart, 2016). In authoritarian parenting, rules and boundaries are strictly enforced, the child's opinions are largely ignored, and punishment is emphasized. ...
... In contrast, in democratic parenting, the child's ideas and feelings are valued, certain limits and rules are clearly stated, and the child is allowed to express himself or herself (Liu et al., 2022). This approach generally contributes to a better adaptation of children to the educational environment by improving their self-confidence, responsibility, self-regulation and problem-solving skills (Pinquart, 2016). Thus, many studies support that there is a strong relationship between parental attitudes and children's educational outcomes (Yörtük-Topuz & Cihangir-Çankaya, 2022). ...
... Many studies linking family psychological dynamics and educational outcomes show that a positive family environment improves children's academic achievement, positive attitudes, and high motivation, as well as other social skills (Pinquart, 2016;Nadeem et al., 2017). Achievement is often associated with the measurement of academic performance and defined in terms of test scores, grades, or scores on standardized exams (Wang et al., 2020). ...
Family psychological dynamics play a critical role in children's academic, social, and emotional development. This meta-analysis examined the effect of family psychological dynamics on children's achievement outcomes. Relevant studies were identified by searching the YÖK Thesis and ProQuest databases in January 2025. The search yielded 97 dissertations, 32 of which could be included in the meta-analysis. In this study, 32 dissertations were combined and a sample group of 7928 people was obtained. The results of the analysis using the random effects model showed that psychological dynamics within the family had a low-level effect on children's achievement outcomes. Country, psychological dynamics, year of publication, and data collection instrument were found to be moderating variables. Subject based on academic achievement was not found to be a moderator variable.
... Existing meta-analyses quantifying this link relied primarily on Western, educated, industrialized, rich, and democratic (WEIRD) samples, representing just 12% of the global population (Arnett, 2008). These studies found associations between parental psychological control and youth internalization (McLeod et al., 2007;Pinquart, 2017a;Yan et al., 2020). Considering cultural variation in parenting norms, it is unclear whether these findings generalize to Majority World populations or are specific to WEIRD societies. ...
... Considering cultural variation in parenting norms, it is unclear whether these findings generalize to Majority World populations or are specific to WEIRD societies. In Pinquart's (2017a) meta-analysis, attempt was made to quantify this effect in Majority World populations by examining participants' cultural background as a modifier of the association, and found no evidence that cultural background moderated the association. However, it is not known whether the observed nonsignificant difference was due to the small number of studies from Majority World countries included in this moderator analysis. ...
... Therefore, if an association does exist, this study aims to test whether the strength of the association is influenced by the characteristics and measurement factors in the study. The moderating factors were selected as they have been implicated in past studies to account for some of the variability in the effect sizes (ESs, e.g., Pinquart, 2017aPinquart, , 2017bRothbaum & Weisz, 1994). ...
Majority World societies, often called the Global South, include countries in Asia, Latin America, Middle East/North Africa, and sub-Saharan Africa. Prior meta-analyses primarily on Western, educated, industrialized, rich, and democratic (WEIRD) societies found a significant association between higher parental psychological control and increased youth internalizing symptoms. However, it remains unclear whether this link generalizes beyond WEIRD populations, given potential cultural differences and their influences on parenting norms. Some argue the effect of psychological control is universal, while others suggest weaker or nonexistent links in Majority World cultures. The present meta-analysis examined the association between parental psychological control and internalizing problems among children and adolescents in Majority World contexts. Data were analyzed using 37 published and unpublished studies of families with youth (k = 48; N = 27,150; 57.4% females) conducted in 18 countries/groups between 1999 and 2024. Results revealed a modest, moderate-sized effect (r = .27), indicating a link between greater parental psychological control and higher internalizing symptoms. Furthermore, moderator analyses showed the effect was stronger when psychological control and internalization were youth-reported rather than parent-reported. The association was also more pronounced when a measure did not specify which parent provided psychological control as in undifferentiated (or parental), rather than a measure that referenced a specific parental figure, and in adolescent versus child samples. These findings indicate parental psychological control is associated with internalization among youths in Majority World cultures. Implications for parenting research as well as interventions aimed at reducing harmful control while supporting youth development are discussed.
... To compare our results to those found in the literature, consider that Pinquart (2016) finds that parental warmth-a quality that we would consider essential to how the parent-child relationship is perceived by both parties-has an r value of −0.20 for internalizing symptoms and authoritative parenting a value of −0.14. Demandingness was not independently studied. ...
... The features that define our construct of parent-child relationship quality are consistent with the rich classical literature on parenting styles: Authoritarian parenting is described as argumentative, easily angered, unreasoning, and coercive, whereas authoritative parenting is described as warm, responsive, and demanding, firm, reasonable, and goal-directed (Larzelere et al., 2013;Maccoby & Martin, 1983;Robinson et al., 1995). Our findings on the effect of relationship quality on youth mental health corroborate previous work suggesting that authoritative parenting supports positive outcomes among children, at least in the Western cultures where published research has primarily taken place (Pinquart, 2016(Pinquart, , 2017). Bowlby's work on attachment formation is also relevant, in that a strong early attachment presumably facilitates the more positive outcomes implied above. ...
Various parenting practices and behaviors have been consistently linked to children and youth’s mental health outcomes (Pinquart, 2016, 2017) through identified psychological and biological mechanisms (Hoeve et al., 2009). The quality of the dyadic parent–child relationship is less commonly studied but may be important in mediating the efficacy of parenting practices and understanding cultural differences in how parenting practices affect development outcomes (Ho et al., 2008; Lansford, 2022). To explore these issues, we fielded a questionnaire through a probability-based sample provided by Gallup, collecting data from 6,643 U.S. parents and 1,580 teenagers. In a series of separate exploratory factor analyses, we identified racial/ethnic group-specific constructs of parenting practices and relationship quality. Using the group-specific factor structures for parenting practices and parent–child relationship quality, we find a large effect of perceived parent–child relationship quality on adolescent mental health. In combination with adverse childhood experiences and parenting practices, parent–child relationship quality explains at least 34% of the variation in adolescent mental health in each group; the association is just as strong for nonbiological parent–child dyads as for biological and falls only slightly after adjusting for evocative effects. We replicate the finding that effective parenting practices—summarized by responsiveness and demandingness—predict better mental health, but importantly, we find that most of the effect is indirect through better perceived relationship quality. Our findings inform future research exploring more complex causal pathways between parenting and youth development in different cultural contexts and inform the work of clinicians and service providers working with diverse groups of families.
... Sob esse viés, tais resultados coadunam os estudos de Pinquart (2016), quando pondera que a ausência de engajamento na vida escolar dos filhos e a falta de assistência emocional são características de pais negligentes. Desse modo, esse estilo parental pode interferir no desenvolvimento psicológico dos adolescentes, prejudicando, assim, o equilíbrio psicossocial e suscitando a possibilidade de elevar o nível de ansiedade. ...
... Nesse sentido, quando os responsáveis foram questionados quanto à existência, em casa, de uma divisão de tempo, previamente determinada, para que os adolescentes desenvolvessem, com equilíbrio, as tarefas escolares e outras atividades, 14 pais (53,8%) responderam que procuram, sim, estabelecer regras e limites, a fim de que os filhos tenham uma rotina dosada, com estudo, obrigações domésticas e um pouco de lazer. Dessarte, o monitoramento e o apoio da família no cotidiano dos filhos, conforme Pinquart (2016), são fundamentais para o sucesso acadêmico e a diminuição de quadros de transtorno de ansiedade entre adolescentes. ...
A ansiedade é um fenômeno crescente que vem impactando o contexto escolar. Nesse sentido, este artigo alcança relevância educativa, científica e social ao evidenciar tal temática. Desse modo, o presente manuscrito tem como objetivo analisar a relação entre o estilo parental e a ansiedade dos alunos do 3º ano do Curso Técnico Integrado ao Médio em Informática do IFPI – Campus Paulistana diante da avaliação escolar de Química e os efeitos disso no desempenho acadêmico. A metodologia caracteriza-se como um estudo de caso qualitativo, utilizando-se a Análise de Conteúdo (Bardin, 2011) como técnica de interpretação dos dados. Como principais resultados, destaca-se que os adolescentes de pais autoritativos tendem a lidar melhor com a ansiedade pré-avaliações e responder positivamente quanto ao desempenho acadêmico. Entretanto, responsáveis negligentes, considerando a falta de limites e a ausência de apoio, interferem negativamente no estado emocional e no rendimento escolar dos filhos. Portanto, o estilo parental impacta, significativamente, no desempenho acadêmico dos estudantes contemplados com esta pesquisa.
... For instance, Zhao et al. (2022) found that providing affirmation, encouragement, and praise can significantly enhance students' academic performance. Similarly, Pinquart (2016) observed that parenting characterised by responsiveness, autonomy support, behavioural regulation, and authoritative practices is positively associated with improved academic outcomes. ...
... This finding contradicts established research that commonly recognizes authoritative parenting styles as having a positive impact on academic achievement. Pinquart (2016) noted that authoritative parenting styles typically promote academic success due to their highly supportive and guiding nature. However, the results of this study reveal that authoritative parenting may have the opposite effect on academic performance in specific cultural contexts and stages of education. ...
In this study, the researcher aimed to explore the relationship between parenting styles and the academic performance of senior elementary school students. A cross-sectional study design was employed, involving a sample of 384 students aged 10 to 13 years from Henan Province, China. The results indicated a significant negative relationship between parenting styles and academic performance (B = -5.377, p < 0.001), suggesting that more controlling or inappropriate parenting styles are associated with lower academic achievement in children. Among the different parenting styles, both authoritative and uninvolved parenting were found to be significant negative predictors of academic performance. Specifically, the authoritative parenting style had a beta coefficient of -0.247 (p < 0.001), while the uninvolved style showed a stronger negative association, with a beta coefficient of -0.343 (p < 0.001). Furthermore, a significant difference in parenting styles was observed across different grade levels (F = 9.333, p < 0.001), underscoring the importance of considering grade level when assessing the impact of parenting on academic outcomes. These findings support the hypothesis that parenting styles significantly influence academic performance, with uninvolved parenting having the most detrimental effect. In conclusion, the study suggests that parental involvement and appropriate parenting strategies are crucial for fostering better academic outcomes in senior elementary school students, and highlights the negative impact of disengaged parenting.
... In the present investigation, we focus on parents' school involvement, because past metaanalytical evidence indicates that school-specific parental involvement is a stronger predictor of 5 academic achievement among children and adolescents than general parenting styles or dimensions (Pinquart, 2016). Parental school involvement is typically defined as the degree to which parents invest effort and resources (e.g., in terms of time, money, and energy) in their child's academic lives (Grolnick & Slowiaczek, 1994). ...
... In addition, future studies could also include child-reports of parents' school involvement, as a multiinformant design would allow researchers to examine discrepancies between different perspectives (e.g., Van Petegem et al., 2020). Another avenue for future research is to focus on parenting styles, as the broader emotional climate has been found to play a role in understanding children's achievement as well (Pinquart, 2016;Stright & Yeo, 2014), and parents' general parenting style may be affected by their macro-economic beliefs as well. It also should be noted that our sample was also relatively highly educated as compared to the Belgian population (OECD, 2022). ...
It has been suggested previously that rising economic inequality would push parents to become overly involved in their children’s academic lives. In the present investigation we examined whether parents’ perceptions of economic inequality, in terms of perceived income inequality and perceived job insecurity, is predictive of their school involvement, thereby distinguishing between controlling and autonomy-supportive school involvement. Further, we also tested whether these associations are particularly pronounced among parents facing financial scarcity. To test these hypotheses, we gathered data among 908 parents (58.70% mothers), who filled out questionnaires assessing their perceptions of income inequality and job insecurity, their financial scarcity, as well as their controlling and autonomy-supportive school involvement. Analyses indicated that higher levels of perceived income inequality related to more autonomy-supportive school involvement, whereas higher levels of perceived job insecurity related to more controlling school involvement. Parents’ financial scarcity did not moderate any of the associations, but higher levels of financial scarcity consistently predicted more controlling school involvement. To conclude, these results suggest that both parents’ macro-economic perceptions as well as their personal financial situation shape their child-rearing practices in ways that may potentially perpetuate socio-economic disparities.
... Parents who engage in psychological control may display behaviors such as posing potential intrinsic oppression, emphasizing parental dominance and power, demonstrating inconsistent behaviors, forcing the child to be dependent on them, and excessively protecting the child by inducing guilt, embarrassing the child, or withholding affection (Barber, 1996). These behaviors, which are explicitly oppressive and manipulative and not sensitive to the child's psychological needs, subsequently disrupt the adolescent's adjustment (Pinquart, 2017a(Pinquart, , 2017b, well-being (Shek, 2007), academic achievement (Pinquart, 2016), and friendship relations (Soenens et al., 2008). Psychological control has been shown to lead to adverse outcomes through multiple processes and mechanisms, including the impediment to self-development by violating the mother-child boundary (Barber, 1996), the failure to satisfy the child's basic psychological needs (Deci & Ryan, 2000), and affecting the adolescent's coping strategies (Van Petegem et al., 2015). ...
Research consistently highlights that psychological control may damage the healthy development of adolescents. The present study attempts to enhance this knowledge within a synthesis of family systems theory and behavioral genetics perspective through a sibling design and multilevel analysis. Accordingly, we modeled the predictive role of psychological control on siblings’ problem behaviors. In the model, we also simultaneously explored the associations between adolescent characteristics (e.g., gender and birth order), family characteristics (e.g., parents’ psychological well-being, household chaos, and family income), and family-wide and child-specific (differential) aspects of psychological control with siblings’ problem behaviors. The sample consisted of 303 families in Turkey, and we recruited a total of 1,121 participants, subsuming mothers (Mage = 41.26 years, SD = 4.19), fathers (Mage = 45.01, SD = 4.59), older siblings (Mage = 16.19, SD = 1.60), and younger siblings (Mage = 12.54, SD = 1.71). Multilevel modeling analysis yielded that adolescents’ externalizing problems were significantly predicted by differential psychological control, family-wide psychological control, and household chaos in the mother model; differential psychological control and household chaos in the father model. Moreover, we discovered that what significantly predicted adolescents’ internalizing problems was common in the mother and father models: the adolescent’s gender and family income. Overall, our findings underscore the overreaching significance of investigating the developmental consequences of psychological control (a) with other family system characteristics, (b) for both parents, and (c) by separating family-wide and child-specific parenting. We believe that our findings would contribute to a family-based understanding of the outcomes of psychological control.
... Authoritative parents combine warmth and affection with clear and firm rules while remaining flexible and responsive to the child's needs. Children raised in this style tend to have better emotional regulation and higher academic achievement (Spera, 2005;Sun et al., 2024;Pinquart, 2016;Stavrulaki et al., 2021;Di Pentima et al., 2024). Another parenting style, permissive parenting, is characterized by excessive indulgence and a lack of structure or rules. ...
Parents face increasing challenges in educating Generation Alpha, yet limited research addresses this issue in Indonesia’s Islamic school context. This study investigates the direct effects of parental demographic background—namely, child’s gender, number of children, parental age, and education—on students’ emotional regulation, and examines the mediating role of parenting style. Data from 201 parents of elementary and junior Islamic school students were analyzed using PLS-SEM. Results show that permissive parenting had a strong positive effect on emotion regulation, while authoritarian and authoritative styles had limited or negative impacts. Child gender was weakly and negatively associated with authoritative parenting. The number of children correlated negatively with emotional regulation but showed low influence on permissive parenting, similar to parental age. Parental education showed strong negative associations with both authoritarian and permissive styles and had the strongest negative effect on authoritarian parenting. In Islamic education contexts, higher-educated parents were less likely to adopt authoritarian styles. The mediating roles of permissive and authoritarian parenting between parental education and emotion regulation were minimal. These findings underscore the importance of culturally contextualized parenting strategies in Islamic schools and call for further research on their long-term and cross-cultural applicability.
... Researchers tend to agree on this; Liu et al. (2024), for example, highlighted parental warmth as a key factor in fostering the development of the next generation of leaders. Parenting behaviors characterized by indifference and neglect, however, have a negative impact on children's career-related activities (Pinquart, 2016). ...
Purpose
We seek to systematically explore the joint effects of individual and environmental factors on college students’ career adaptability.
Design/methodology/approach
This study employed convenience sampling to collect individual and environmental data from 2,021 college students. The interaction between individual and environmental factors affecting the career adaptability of college students was then analyzed based on a regression tree model. Factors including emotional intelligence, cognitive flexibility, personality traits, role accumulation, experience (internships) and skills (professional certificates), parenting styles, family socioeconomic status and social support were included in the analysis.
Findings
Among the initial 20, the regression tree model identified seven key variables (emotional intelligence, conscientiousness, emotional warmth, number of certificates, openness, career-related support from teachers and cognitive flexibility) as significant. Emotional intelligence emerged as the most influential factor in predicting college students’ career adaptability. The samples were segmented into 16 subgroups based on the interactions among these variables. College students with high emotional intelligence and substantial support from parents and teachers exhibited maximum levels of career adaptability, while those with low emotional intelligence and lacking conscientiousness demonstrated the lowest levels of career adaptability.
Originality/value
This study represents the first instance of using machine learning methods to systematically investigate the joint effects of individual and environmental factors on college students’ career adaptability. The decision tree model established in this study can identify the unique characteristics exhibited by individuals at different career adaptability levels, offering opportunities to discover the boundary conditions for enhancing career adaptability.
... Empirical research has shown that parental neglect and rejection are associated with a higher likelihood of adolescents experiencing academic burnout (Luo et al. 2016;Shin et al. 2012). Specifically, the disruption of parent−child relationships caused by technoference has been found to predict lower academic achievement and increased academic burnout among adolescents (Kildare and Middlemiss 2017;Niu et al. 2020;Pinquart 2016). Moreover, studies have confirmed a significant link between parental phubbing (a specific manifestation of parental technoference) and adolescent academic burnout (Bai et al. 2020;A. ...
Technoference, the disruptions in parent−child communication caused by parental mobile device overuse, has been linked to academic burnout in adolescents. However, the specific effects of technoference on adolescent academic burnout remain underexplored. This study, based on family systems theory, expectation violation theory, and the conservation of resources theory, investigates the longitudinal impact of parental technoference on adolescent academic burnout, with a focus on the mediating role of anxiety and sex differences. Data were collected in two waves in 2022 (T1) and 2023 (T2). A total of 742 Chinese adolescents (54.4% boys, Mage = 12.97 years, SD = 0.64) participated. Participants completed the Technology Device Interference Scale, Generalized Anxiety Disorder Scale, and Academic Burnout Scale. T1 parental technoference was a significant positive predictor of T2 academic burnout, with T1 anxiety as a mediator. Specifically, parental technoference as an adverse family factor increased adolescents' anxiety, which in turn led to academic burnout. Furthermore, the effect of T1 parental technoference on T1 anxiety was moderated by sex, with the effect being stronger in girls. This study revealed the detrimental effects of parental technoference and adolescents' anxiety on academic burnout, with a greater impact on girls. The results offered important insights for interventions aimed at preventing academic burnout in students.
... De acordo com a evidência empírica as características das relações interpessoais e afetivas com as figuras parentais assumem-se com especial contributo na inibição ou incentivo do desenvolvimento e expressão de competências cognitivas, sociais e emocionais (Pinquart, 2016;Rockhill et al., 2009;Vagos & Carvalhais, 2020). Alguns estudos corroboram que a qualidade da vinculação com as figuras parentais pautada por continuidade e reciprocidade de cuidado pode assumir um papel promotor de competência e autoeficácia dos jovens (e.g. ...
A literatura aponta a qualidade da vinculação com as figuras parentais como fator protetor da sintomatologia depressiva, capaz de contribuir para a satisfação das necessidades psicológicas básicas. O presente estudo tem como objetivo analisar o papel da vinculação aos pais na concretização das necessidades psicológicas básicas em adolescentes, bem como testar o efeito moderador da sintomatologia depressiva na associação anterior. A amostra foi constituída por 1,326 participantes do norte de Portugal, 730 (55.1%) do sexo feminino e 596 (44.9%) do sexo masculino com idades compreendidas entre os 12 e os 18 anos (M = 15.23; DP = 1.70). A amostra foi recolhida com recurso a questionários de auto-relato como o Questionário de Vinculação ao Pai e à Mãe (QVPM), o Balanced Measure of Psychological Needs (BMPN), e a Depression Scale – CES-D. Os resultados sugerem que a satisfação das necessidades psicológicas básicas é predita positivamente pela qualidade do laço emocional aos pais e negativamente pela inibição da exploração e individualidade face ao pai e à mãe. Constatou-se o efeito moderador da sintomatologia depressiva na relação entre vinculação aos pais e a satisfação da necessidade psicológica básica de competência para ambas as figuras parentais. Os resultados foram discutidos à luz da teoria da vinculação e da autodeterminação, atendendo às vicissitudes desenvolvimentais da adolescência e ao papel das figuras parentais no desenvolvimento do jovem.
... These needs do not only underlie one's growth and development, but also actively participate in the environment in which they grow up, which greatly affects his or her internalization process to adapt to the interesting and important aspects of the surrounding environment (e.g., understanding why they are of value or why they make sense). Prior researchers have also suggested that parenting is a critical social factor that has a strong influence on individuals' cognitive, behavioral, and emotional development throughout the lifespan (Han et al. 2023;Pinquart 2016;Zhong et al. 2016). In retrospective assessments of adult samples regarding their memories of perceived parenting practices they experienced before the age of 18, researchers found that positive parenting (e.g., providing care and empowerment) and positive early caregiving environments were associated with improved mental health, psychological functioning, and emotion regulation ability (Cameron et al. 2020;Chopik and Edelstein 2019). ...
Grit denotes an individual's passion and perseverance to accomplish a long‐term goal despite obstacles and challenges. It has been consistently supported by its beneficial effect in promoting students’ educational, developmental, and psychological outcomes. Yet less is known about how to shape and foster grit from parents’ perspectives and the mechanism underlying this process. To fill this gap, we adopted a sociocultural view of grit and conducted a cross‐sectional study examining the mediating and moderating effects of gratitude in the relationship between parenting (parental concern and parental control) and grit. Self‐reported data were collected from 326 university students in China. Subsequent Structural Equation Modeling (SEM) analyses showed that gratitude mediated the relationship between parental concern and the two grit facets (consistency of interest and perseverance of effort). Further hierarchical regression analyses showed that gratitude had a small moderating effect on the relation between parental concern and consistency of interest. The findings supported different roles of the two types of parenting practices (concern vs. control) in student grit development via gratitude. As our results supported that students with a higher level of gratitude benefited more from the positive relationship between parental concern and consistency of interest in achieving long‐term goals, more attention can be paid to this group of students.
... Regarding the first hypothesis, the results showed that negative parenting practices are significantly associated with adolescent ill-being. Paternal rejection emerged as the strongest correlate of ill-being, consistent with previous research suggesting that rejection disrupts secure attachment and emotional regulation during adolescence (Pinquart, 2016). Rejection often encompasses other negative behaviors, such as harsh punishment, disregard for children's perspectives, and even abusive actions-experiences that may be perceived as traumatic and contribute to elevated levels of ill-being (Filus et al., 2019;Kuppens & Ceulemans, 2019;Pinquart, 2017). ...
Objectives: This study explores the associations between paternal negative parenting—specifically rejection, control/overprotection, and anxious rearing—and adolescent ill-being. Additionally, it examines whether resilience moderates these relationships, potentially buffering the negative effects of paternal negative parenting on adolescent well-being. Methods: A cross-sectional study was conducted with 331 adolescents (ages 12-16) from junior and senior high schools in Attica, Greece. Participants completed the Berne Questionnaire of Subjective Well-Being/Youth Form (BSW/Y), the Egna Minnen Betraffande Uppfostran (EMBU-C) questionnaire, and the Resilience Scale. Correlation analyses, multiple regression models, and moderation analyses were employed to examine the associations between paternal negative parenting, resilience, and adolescent ill-being. Results: Results showed that paternal rejection, though the least reported, was the strongest predictor of adolescent ill-being. Resilience was negatively associated with paternal rejection and significantly predicted well-being outcomes. A moderation analysis revealed that resilience buffered the negative association between paternal control/overprotection and adolescent ill-being, with lower resilience amplifying the adverse effects. Younger adolescents perceived their fathers as more controlling and overprotective, while girls reported higher ill-being than boys. Implications: These findings highlight the pivotal role of resilience in mitigating the adverse effects of paternal negative parenting. Intervention efforts should prioritize the reduction of paternal rejection and control/overprotection, while simultaneously fostering resilience in adolescents. Integrating resilience-building components and encouraging positive paternal involvement may enhance psychosocial outcomes and promote adaptive developmental trajectories.
... A recent meta-analytic review of 155 studies confirmed that negative parenting styles were significantly and negatively associated with subjective wellbeing, life satisfaction, and positive affect (Huang et al., 2024). However, harsh and abusive parenting was not a robust predictor of educational outcomes, unlike other significant parenting factors, such as school-related parental involvement (Pinquart, 2016b) or exposure to family violence (Supol et al., 2021). ...
Objective: The concept of adolescent wellbeing has emerged as an essential component of adolescent health, occupying a pivotal position within public and policy agendas. While researchers agree that psychosocial wellbeing is a multidimensional construct comprising objective and subjective elements, many studies focus on a single domain or context of wellbeing. This study (1) identifies different profiles of adolescent psychosocial wellbeing (including psychological and educational domains) and (2) examines how interpersonal risk and protective factors across different ecological contexts relate to these profiles. Method: Latent profile analysis (LPA) and posterior multinomial logistic regressions were conducted on a community sample of 1,627 adolescents aged 11 to 23 in secondary education in the Madrid region. Results: Three distinct profiles emerged. Adolescents in the Behaviourally Challenging Profile (8%), with a particularly high prevalence of conduct problems, showed poor psychological and educational adjustment; adolescents in the Emotionally Struggling Profile (35.5%) had relatively high levels of psycho-emotional problems and poor educational wellbeing; and adolescents in the Psychoeducationally Adjusting Profile (56.4%) showed good educational and psychological adjustment. Results showed that migrant background, lower SES, family conflict, and perceived discrimination in school predicted adolescents to be in the Behaviourally Challenging Profile, whereas positive school climate and perceived social support from peers, teachers and parents predicted adolescents to be in the Psychoeducationally Adjusting Profile. Conclusions: Our results suggest that healthy relationships with parents, teachers, and peers facilitate the psychosocial development and wellbeing of adolescents. The findings contribute to the growing body of evidence on the role of schools in supporting the psychosocial wellbeing of adolescents in Secondary Education.
... The four primary parenting styles-authoritative, permissive, authoritarian, and neglectful-along with the more recently identified overprotective style (Segrin et al., 2015), continue to offer valuable heuristics for understanding broad patterns of parental behavior. The authoritative style, characterized by high demandingness and high responsiveness, has been consistently associated with positive child outcomes across various domains, including academic achievement, social competence, and psychological well-being (Pinquart, 2016). Conversely, authoritarian (high demandingness, low responsiveness), permissive (low demandingness, high responsiveness), and neglectful (low demandingness, low responsiveness) styles have been linked to less optimal outcomes, albeit with significant variations across cultural contexts (Pinquart & Kauser, 2018). ...
This comprehensive review examines the intricate relationship between parental stress and parenting styles, synthesizing recent empirical findings to elucidate how stress influences parenting behaviors across diverse cultural and socioeconomic contexts. The review analyzes research published between 2015-2023, focusing on the impact of stress on five distinct parenting styles: authoritative, permissive, authoritarian, neglectful, and overprotective. The analysis reveals that while parental stress generally correlates negatively with authoritative parenting practices, some parents demonstrate remarkable resilience by maintaining authoritative styles despite experiencing high stress levels, suggesting the presence of important protective factors that warrant further investigation. The relationship between stress and permissive parenting shows notable cultural variations, with practices considered “permissive” in Western contexts often viewed as developmentally appropriate in collectivist cultures, highlighting the importance of cultural sensitivity in research interpretation. The review found robust evidence for a positive association between stress and authoritarian parenting, mediated by factors such as emotion regulation skills and socioeconomic status. Additionally, the analysis highlights an understudied but critical link between chronic stress and neglectful parenting, particularly in contexts of economic hardship, emphasizing the need for targeted interventions in vulnerable communities. Furthermore, the findings indicate a bidirectional relationship between stress and overprotective parenting, suggesting potential feedback loops that may perpetuate both stress and overprotective behaviors. The integration of advanced methodological approaches, including neurobiological measures and machine learning techniques, represents a significant advancement in research practices, offering new insights into the mechanisms underlying stress-parenting relationships. These findings have important implications for practitioners, researchers, and policymakers, suggesting the need for culturally sensitive, context-specific interventions that address both parental stress and parenting behaviors. Future research directions should prioritize longitudinal designs, diverse sampling, and multi-method assessments to better understand this complex relationship across different populations and contexts, particularly focusing on understudied communities and cultural groups.
... This parenting style is characterized by the imposition of limits through discussion, reasoning and positive reinforcement. This style encourages academic success and autonomy (Pinquart, 2016), while maintaining the parents' active involvement in their child's education. HIP adolescents whose parents adopt a democratic style have higher self-esteem and less anxiety, stress and depression than those whose parents favor an authoritarian style (Yazdani & Daryei, 2016). ...
This study explored parental stress among 121 mothers of adolescents with high intellectual potential (HIP, n = 35), twice-exceptional (TE, n = 35), adolescents with disorders (D, n = 21), and typical adolescents (CG, n = 28), using the SIPA questionnaire. It is the first French study to examine stress in mothers of TE adolescents, who combine giftedness with neurodevelopmental disorders. Results revealed significantly higher stress levels in mothers of TE and D adolescents compared to CG, with TE mothers approaching clinical thresholds. Stress was most pronounced in areas linked to adolescent characteristics (e.g., emotional instability, academic disengagement) and parental challenges (e.g., life restrictions). HIP mothers reported stress levels similar to CG overall but experienced higher stress in the “Life Restrictions” domain. These findings underscore the need for tailored interventions to support maternal well-being and address the unique challenges of parenting TE adolescents, emphasizing the importance of further longitudinal studies.
... This is because parental involvement in their children's academic activities is an essential factor that predicts academic performance at this age [5]. The study found significant associations between parenting styles and academic performance in children and adolescents [6]. ...
... The current research indicated that parental warmth was not only directly associated with adolescents' meaning in life but also related with it indirectly through the mediating role of perceived control. Positive parenting styles are known to create a safe and stable environment for child development [44] and are crucial predictors of adolescents' academic achievement, mental health, and problem behaviors [45,46]. As a central component of positive parenting, parental warmth helps adolescents establish stable and secure interpersonal connections with their parents, thereby fostering the development of a sense of meaning in life. ...
... According to these findings, these students blame themselves and the effort they put in when they fail at school or encounter a particular obstacle. They also place more excellent value on success when they achieve it (Pinquart, 2016). While children who grew up in an authoritarian environment are children whose academic condition is not harmful and can be equally successful, the vast majority claim those children do the work out of fear of the punishment that awaits them at home. ...
The present study examines the relationship between the four main parenting styles and students' achievement and discipline. The four examined parenting styles are: authoritarian, resolute, lenient and indifferent. The main research question: Is there any relationship between parenting style and student achievement in mathematics and discipline at school? The study focused on high school students from Arab society. Questionnaires regarding parenting style were given to 50 parents from three high schools, a private one and two governmental. Subsequently, achievement and discipline questionnaires were given to teachers working in the same schools. The study's findings revealed a positive relationship between the resolute parenting style and the students 'achievements in mathematics and a positive relationship between the resolute parenting style and the student's discipline. Besides, the study revealed a positive relationship between authoritarian parenting style and student achievement in mathematics and a positive relationship between resolute parenting style and student discipline. The study also revealed a negative relationship between the lenient parenting style and student achievement in mathematics and a negative relationship between the lenient parenting style and student discipline. Furthermore, the findings show a negative relationship between indifferent parenting style and student achievement in mathematics; and a negative relationship between indifferent parenting style and student discipline. Hence, the main research conclusion is that the resolute parenting style is the best and most influential of the four parenting styles. Students who are raised according to this style have the best achievements in mathematics and discipline. In contrast, the findings show that the indifferent parenting style is the worst because of the negative relationship and student achievement in mathematics and the field.
... Parental involvement enhances children's motivation by encouraging educational activities at home and assisting with homework . Additionally, Pinquart (2016), evaluated numerous studies examining the relationship between parenting styles and academic success, including achievement, motivation, and behavior in school and conclude that parental involvement is among the most critical factors impacting academic achievement. ...
This study explores how family socioeconomic status (SES) affects parental involvement in children's education in Indonesia, specifically within home and school environments. Although parental involvement is essential for academic success, differences across SES groups in Indonesia are not yet fully understood. Using data from 160 families representing diverse SES backgrounds, this research employed t-tests and correlational analyses to examine the influence of SES on parental involvement. Results show that families with higher SES exhibit greater involvement in home-based educational activities, while involvement at school remains consistent across different SES levels. Additionally, notable gender differences emerged: mothers from high-SES families were significantly more involved compared to mothers from low-SES families, whereas fathers' involvement did not significantly differ based on SES. Correlational analyses further demonstrated that SES indicators, particularly parental education levels, were strongly associated with home-based involvement but had little relation to school-based involvement. Regression analysis confirmed that SES significantly predicts home involvement but not involvement at school. These findings underscore the importance of providing targeted support to promote home-based parental involvement among low-SES families. Future research should investigate qualitative factors, such as school policies and cultural norms, to better understand their impact on parental involvement.
... Generally speaking, extreme permissive and authoritarian parenting will lead to adverse outcomes for children (Hosokawa, Katsura, 2019;Pinquart, Gerke, 2019). That is, parents with authoritarian and neglectful parenting styles impose harsh physical and psychological control on their children, which is more likely to lead to children's internalized disorders and externalized behavioral problems (Pinquart, 2016;Rinaldi, Howe, 2012). Zakeri (2013) showed in the study of the relationship between parenting style and academic procrastination that the positive parenting style involving "acceptance -participation" and "psychological autonomy -granting" was significantly negatively correlated with academic procrastination, that is, when parents used strict supervision parenting style, academic procrastination increased significantly. ...
With the deepening of educational reforms, rural basic education has garnered increasing societal attention. Family education, as a critical factor influencing children's development, demonstrates unique significance in rural areas. This study aims to explore the fundamental characteristics of positive parenting styles among rural primary school students' parents and propose strategies to enhance family education effectiveness. Focusing on Qingxi Village, Fujian Province, as a case study, data were collected through questionnaire surveys measuring parental practices in three dimensions: warmth, autonomy support, and problem-solving assistance.However, challenges persist due to a lack of effective educational guidance and resources, leading to suboptimal parenting approaches. The study recommends strengthening parental training programs and expanding educational support services to foster holistic development among rural students.
... Distinct from behavioral control (e.g., strict rules), PPC involves manipulation and excessive control of children's emotions (e.g., guilt induction) to pressure them to conform to parental requests (Barber, 1996). It negatively impacts children's academic outcomes and it has the strongest relation with academic achievement compared to other parenting dimensions, such as neglect (Pinquart, 2016). Soenens et al. (2010) suggested that specific aspects of PPC are differently related to children's adjustment and distinguished between two specific PPC dimensions: dependency-oriented and achievement-oriented. ...
This study examined how children’s perceptions of parental psychological control are related to their academic achievement during the COVID-19 pandemic, and the potential moderating role of the perceived COVID-19 threat on these relations. The sample included 199 fourth-grade children (M = 10.97, 57.8% girls) and one of their parents. Children completed a questionnaire assessing their perceptions of two dimensions of parental psychological control: achievement and emotional dependency. Both parents and children reported their worries related to the COVID-19 threat. Teachers reported children’s grades for the first and second semesters. Children’s perceptions of parental achievement-oriented and dependency-oriented control were negatively related to their academic achievement. Children’s perceptions of the COVID-19 threat were positively related to their academic achievement and they moderated the relation between parental achievement-oriented psychological control and academic achievement. Our results highlighted the significant role of specific domains of parental psychological control on children’s school outcomes.
... Recent studies have provided evidence for positive correlations between education-attainment value and academic achievements among primary school children (Li et al. 2021;Metsäpelto et al. 2017;Putwain et al. 2019). In a meta-analysis, Pinquart (2016) identified a positive correlation between parental responsiveness and children's academic achievements. ...
... Existing research suggests that emotional support and achievement incentives provided by parents are associated with higher achievement motivation in children [5]. Authoritative PSs can encourage children to develop internal motivations, such as curiosity and intrinsic achievement, which can have a positive impact on academics [6]. ...
Parenting styles (PSs) have been a widely discussed topic in psychological research. The studies have shown that PSs influence self-esteem (SE), psychological resilience, and academic performance (AP) in different ways. SE, psychological resilience, and AP are key factors in individual development, playing an important role in promoting mental health and enhancing the ability to face challenges. SE boosts an individuals sense of self-worth, psychological resilience aids in overcoming difficulties, and good AP lays the foundation for future personal and professional growth. However, the underlying mechanisms and the extent of these influences remain inconsistent. This study, therefore, aims to conduct a literature review to synthesize recent findings on these three topics and provide a useful basis for educational and family interventions. The research findings indicate that authoritative parenting is positively correlated with childrens psychological resilience, SE, and AP, while negative PSs, such as authoritarian and permissive styles, are negatively correlated with these aspects of child development. These results emphasize the importance of encouraging caregivers to adopt authoritative parenting practices to support healthy development in children.
... Decade of research have consistently shown that the authoritative preventing style is the key to unlock in positive outcomes for the kids Raising kids in an authoritative household can have a profoundly positive impact on their lives research has shown that children from these household tends to grow up with higher self esteem Excel academically and developed strong social skills (Weitens et al. 2008;. But that's not all the benefits of authoritative parenting extend farr beyond childhood as kids enter adolescence and young adulthood this pending style continues to support them in navigating life's challenges from academics to personal growth (Pinquart, 2015). Understanding the power of authoritative parenting is crucial for helping children and young adults developed a strong sense of psychological well being by embracing this approach parents can set their kids up for success and help them thrive in all areas of life. ...
Authoritative Parenting and Self-Esteem Among Undergraduate Students: A Binary Logistic Regression Analysis It adopted a quantitative research design that made use of two main instruments namely, the Parenting Styles and Dimensions Questionnaire (PSDQ) and the Rosenberg Self-Esteem Scale (RSES). The population of the study is 250 Abdul Wali Khan University Mardan (AWKUM) students. Results showed a medium positive relationship (r =. 664, p <. 01) between authoritative parenting and self-esteem, suggesting that students who experience their parents as authoritative are more likely to have higher levels of findings highlighting the importance of authoritative parenting in promoting positive psychological outcomes, providing essential insights for educators, counselors, and policymakers.
... Few studies have assessed the different role that the parenting dimensions play among girls or among boys, and very few regarding the impact on pornography use. Some studies have found that sex does not moderate the association between parenting dimensions and adolescent outcomes (Lamborn et al., 1991;Paulson, 1994;Pinquart, 2016). Other studies have found that the effect is stronger among girls (Bobakova et al., 2012), including a study specifically assessing the impact on pornography use (Nieh et al., 2020). ...
Parenting style and differentiation of self (DoS), understood as an ability associated with emotional regulation, are two factors that may be linked with pornography use in adolescents. The main aim was to explore the association between parenting style (specifically warmth and demandingness), DoS (specifically emotional cutoff and emotional reactivity) and pornography use in a sample of 7161 hispanic adolescents aged 12 to 17. Frequency of pornography use, parenting style (using the shortened version of the Family Education Scale), DoS (through the Spanish Differentiation of Self for Adolescence) and different sociodemographic variables were evaluated. Higher levels of parental warmth were significantly linked to less pornography use (with a larger effect size in female adolescents). Conversely, higher levels of parental demandingness were significantly associated with less pornography use in male adolescents and in younger adolescents. In relation to DoS, greater differentiation in the Emotional Reactivity dimension was associated with less pornography use. Emotional Cutoff was not associated with pornography use. Adolescents who showed more difficulty regulating their own emotions and who perceived parents as less warm and demanding reported a higher frequency of pornography use. Pornography use may be used as a maladaptive strategy for emotional regulation. The causal relationship between these variables warrants direct examination.
... During this transitional stage, the quality of parent-child interactions can have profound implications for adolescents' mental well-being. Positive relationships, characterized by warmth, support, and appropriate autonomy granting, are often associated with better psychological outcomes (Laursen & Collins, 2009;Pinquart, 2016). Conversely, excessive or insufficient parental control can contribute to various psychological issues, including anxiety, depression, and behavioral problems (Barber & Xia, 2013;Laird et al., 2010). ...
Previous research has consistently showed a close relationship between the quality of parent–child relationships and adolescents’ mental health. However, the relationship between parental control and adolescents’ mental health has remained controversial. This study utilized baseline data from the China Education Panel Survey (CEPS 2013–2014) to analyze the impact of parent–child relationships on adolescents’ mental health. The results indicated that parent–child relationships significantly influenced adolescents’ mental health. Parental control moderated the impact of parent–child relationships on adolescents’ mental health: When the parent–child relationship was good, appropriate behavioral control by parents strengthened the positive effect of a good parent–child relationship on adolescent mental health. Conversely, when the parent–child relationship was poor, parental control intensified the negative impact of a poor parent–child relationship on adolescent mental health. Furthermore, heterogeneity analysis revealed gender differences in the moderating effect of the parent–child relationship: compared to boys, the moderating effect of parental control on the parent–child relationship was more significant among girls.
... Given the prevalence of coercive parenting styles in South Korea (Choi et al., 2013), the Korean cultural landscape should hypothetically be unfavorable for cultivating academic vigor. However, meta-analyses by Pinquart (2015) concluded that although coercive parenting hinders academic development by limiting motivation and goal-setting, the significance of the cultural context in understanding these effects also needs to be highlighted. This is because behaviors can be interpreted differently based on cultural backgrounds. ...
South Korea’s competitive educational landscape, often characterized as a coercive culture with strong academic pressure, challenges the idea of self-determination theory (SDT) that coercion diminishes motivation. In the current study, we explored this assumption by analyzing data from 2,590 South Korean adolescents across a 4-year period. Specifically, we utilized data from the first to fourth waves of the Korea Children and Youth Panel Survey 2018, beginning with students in 7th grade. Random intercept cross-lagged panel model (RI-CLPM) analyses indicated that the interaction between coercive parenting and academic vigor differed depending on gender. Furthermore, the results suggest that the application of SDT may not be generalized in Korean culture and may instead be influenced by unique cultural nuances, such as those that were present for the South Korean sample explored in this study. The study also explored potential implications for advocacy, education, and professional practice, and identified directions for future research.
... These styles significantly influence a child's development, shaping their personality, emotional well-being, social skills, and self-esteem. Psychologists have identified four primary parenting styles authoritative, authoritarian, permissive, and neglectful which differ in their approaches to discipline, communication, and warmth (Pinquart, 2016). Each of these styles has distinct effects on children, influencing how they view themselves, interact with others, and approach the world. ...
This research investigates the critical role of parents in enhancing the self-esteem of school-age children. It explores the relationship between parenting styles, parental involvement, and children's self-worth, drawing on quantitative data from surveys and qualitative insights from interviews with parents and children. The findings reveal a significant correlation between authoritative parenting and higher self-esteem levels, emphasizing the importance of emotional support and positive reinforcement in shaping children's self-perception. Additionally, the study highlights the impact of parental involvement in educational settings, demonstrating that active engagement contributes positively to children's emotional development. Socioeconomic status was identified as a significant factor influencing self-esteem, with children from higher socioeconomic backgrounds reporting greater self-worth. The qualitative data provided deeper insights into the complexities of parenting dynamics, revealing the challenges parents face in balancing discipline and emotional support. The implications of these findings are multifaceted, offering practical recommendations for parents, educators, and policymakers to foster an environment that nurtures children's self-esteem. This research underscores the necessity of supportive parenting practices in promoting healthy emotional development, ultimately contributing to the well-being of future generations.
... Early caregiving interactions and experiences profoundly shape a child's brain development (1). Parenting engagement can influence a child's academic success (2), future relationships (3), social-emotional and cognitive growth (4) and even physical health (5). In addition, safe, stable, nurturing relationships (SSNRs) can buffer against the negative impacts of adversity and toxic stress on a child's development and health (6). ...
Introduction
Early caregiving interactions and experiences profoundly shape a child's brain development. The American Academy of Pediatrics (AAP) recently advocated for a public-health approach to promoting safe, stable, nurturing relationships that is “founded on universal primary preventions”, including consistent messaging on fostering family resilience, nurturing connections, and positive childhood experiences. Hospitals have unique access to families with children ages 0–5 and therefore play a key role in supporting these early experiences. This project sought to shift the organizational culture of maternity and pediatric units at a hospital towards promoting early relationships and child development through a physical messaging campaign paired with staff training. This study examined whether the messaging campaign and staff training shifted staff's self-reported knowledge, attitudes, and behavior.
Methods
Non-physician staff across six pediatric and maternity units in a large urban hospital participated in the intervention. Staff completed surveys before and after message installation and training.
Results
Analysis of 356 pre-intervention surveys and 320 post-intervention surveys showed significant changes in staff's knowledge, attitudes, and behaviors that promote early learning and parent-child relationships. Most staff also reported feeling more empowered in their work (88%) and that the hospital environment had become a friendlier place for parents and families (89%).
Discussion
A messaging and training intervention can create a culture whereby staff support early caregiving and child development in the hospital setting. Further research is needed to understand whether the intervention impacts caregivers and their children.
The influences of child, family, and socioeconomic factors on children’s early academic development are best understood within the context of one another. Yet, most existing studies have focused primarily on either family- or child-level factors, such as parental influences or child executive functions, in explaining socioeconomic inequalities in children’s academic achievement. In an attempt to integrate these two lines of research, the current investigation simultaneously examined the specific contextual and cognitive pathways that underlie associations between socioeconomic factors and children’s early academic achievement using data from a prospective longitudinal study conducted at 10 sites across the United States (N = 1,364). Findings revealed that after controlling for a host of potentially confounding influences, parent education, but not family income-to-needs, was linked to children’s math achievement indirectly via sequential paths that included both parenting factors—maternal sensitivity and cognitive stimulation—and children’s working memory skills. Likewise, parent education was predictive of children’s reading achievement indirectly via paths that included cognitive stimulation and working memory. Finally, independent of child executive functions, parent education was also indirectly related to children’s reading achievement via cognitive stimulation and to children’s math achievement via maternal sensitivity. Together, these findings shed light on the specific contextual and cognitive mechanisms that underlie socioeconomic-related differences in children’s early academic skills and provide potential insights for policies and interventions aimed at closing the achievement gap.
Parents' life satisfaction plays a crucial role in promoting family functioning. This study investigated how children's daily learning behaviors are associated with mothers' life satisfaction, considering parenting styles, such as authoritative and authoritarian parenting. In total, 399 Chinese mothers of young school‐aged children ( M = 7.9 years old, SD = 0.9 years) participated in a 30‐day daily diary study during the COVID‐19 lockdown. Multilevel modeling indicated that, at both the between‐ and within‐person levels, mothers reported higher life satisfaction when their children exhibited more positive learning behaviors (i.e. spent more time on schoolwork, participated in more extracurricular activities, displayed more learning concentration, and showed more learning autonomy). Cross‐level interactions revealed that within‐person changes in children's extracurricular participation were associated with life satisfaction among mothers with lower levels of authoritative parenting. Moreover, associations between children's time spent on schoolwork and mothers' life satisfaction were significant among mothers with lower levels of authoritarian parenting. However, associations between children's learning autonomy and mothers' life satisfaction were stronger among mothers with higher levels of authoritarian parenting. This study contributes to the existing body of literature and provides novel evidence, emphasizing the importance of assessing child and parent characteristics to better support mothers' well‐being.
Parenting styles significantly influence child development outcomes globally. This review comprehensively examines authoritative, authoritarian, permissive, and uninvolved parenting styles, analyzing their effects on cognitive, emotional, social, and physical child development. Drawing upon the latest international research, this article offers evidence-based guidance for parents and practitioners aiming to foster optimal developmental outcomes. It also addresses cultural nuances, emphasizing a global understanding of parenting practices and their developmental consequences.
“Successful reading experiences can counter the feeling of failure;” Day and Bamford (2000). This study is conducted to know whether the workbook material “Mga Pagsasanay sa Pagkatutong Bumasa”, would assist in improving the reading performance of the kindergarten learners in letter name knowledge, letter sound knowledge, syllable recognition and word recognition. Researchers used the one group pre-test post-test design to determine the effect of the learning resource material to the 18 kindergarten learners. The Mean Percentage Score (MPS) were used to assess the pre and post assessment result, and Wilcoxon signed rank test to find out if there were difference in pupils’ performances in the pre-test and in the post test. The study finds out that the learners’ level of mastery in reading before the intervention is “low mastery” which means that “the learners cannot identify letter names and sounds and cannot recognize syllables and words”. The MPS of the learners increased after the intervention. The pre-assessment and post-assessment of the learners had a significant difference. The difference percentage result suggested that the workbook used in the study is effective and that the used of the workbook material is recommended to use in kindergarten to improve the learner’s performance in reading.
This concept paper introduces a special section on Parenting Across Cultures: Bridging Commonalities and Specificities in Parental Control and Warmth . In this article, we explore how parental control and warmth manifest and function across diverse cultural contexts, emphasizing both common patterns and culturally specific practices. We acknowledge that contemporary parenting theories and models, even when they were first conceived based on an Anglo White-centric perspective, are increasingly being re-interpreted to describe culture-specific parenting behaviors. To better examine the functions of parental control and warmth across cultures, we advocate for the use of a dimensional approach that will more adequately describe the unique and shared aspects of parenting behaviors. This special section is a collection of four empirical studies that focused on understudied cultures, including families from Indonesia, Singapore, Türkiye, and Chinese immigrants in the United States. The overarching aim is to provide a more nuanced understanding of how parental control and warmth may contribute to children’s development and adjustment. The findings underscore the importance of considering cultural norms and children’s perceptions in parenting research, with implications for theory advancement, practice, and policy design and implementation.
This longitudinal study investigated the bidirectional relations between primary caregivers’ caregiving styles and young rural Chinese children's academic skills. A total of 247 rural Chinese preschool children and their primary caregivers were followed up three times with a one-year time interval between adjacent time points. At each time point (Time 1 [T1], Time 2 [T2), and Time 3 [T3]), the caregivers completed questionnaires assessing their caregiving styles, and the children were tested individually on their Chinese reading and informal and formal math skills. Results from the random intercept cross-lagged model showed that T1 authoritative caregiving positively predicted T2 Chinese reading skills, and T1 Chinese reading skills positively predicted T2 authoritative caregiving. T1 Chinese reading skills negatively predicted T2 authoritarian caregiving. Further analysis showed that children's boarding status (boarders versus nonboarders) did not moderate the relation between caregiving styles and children's academic skills. These findings highlight the importance of authoritative caregiving for the development of preschool children's Chinese reading skills. They also underscore the role of children's better Chinese reading skills in eliciting more authoritative caregiving and less authoritarian caregiving from their caregivers.
The objective of this study is to investigate the influence of gender and school level (middle and high school) on a range of homework‐related behaviors and attitudes among students. The study's participants were 920 students from various middle and high school levels in Turkey. The study examined a number of variables, including homework completion, homework time, academic achievement, and intrinsic motivation. The findings of the study indicated that middle school students received a higher volume of homework, completed more homework, and exhibited greater intrinsic motivation than high school students. Female students demonstrated higher academic achievement and intrinsic motivation than male students at both middle and high school levels. Additionally, parental autonomy support was a significant predictor at the middle school level but declined at the high school level, while male students exhibited greater levels of parental control.
Background and Aim: The aim of this study was to present a model of early academic ability of preschool children based on parenting styles with a mediating role of emotional intelligence. Method: The research method was descriptive and in terms of statistical analysis, and correlation, based on path analysis. The statistical population of this study consisted of all mothers and preschool children of boys and girls in Tehran in 1400-99, from which 350 people (175 girls and 175 boys) were selected by multi-stage cluster sampling. In this study, the tools of early academic ability (Wright and et al., 1997), parenting styles (Bamrind, 1997) and emotional intelligence (Bradbury and Graves, 2005) were used, all of which had acceptable validity. Spss-V23 and LISREL-8.8 software were used to analyze the data. Results: The results of the path analysis showed that the research model has a good fit. The findings indicated that all three parenting methods of parents have a direct and significant effect on emotional intelligence and also on the early academic ability of preschool children. Also, the direct and significant effect of emotional intelligence on the early academic ability of preschool children is confirmed. Conclusion: These results alert the need for more attention of education stakeholders, schools and consequently parents, to the category of efficient parenting style and emotional intelligence appropriate to the educational period of children to improve their academic ability.
Aim: The present study aimed to develop an early academic ability model based on parenting and attachment styles with the mediating role of executive functions in preschool children. Method: The study was cross-sectional and correlational, and its statistical population consisted of all mothers and female and male preschool children in Yazd in 2019. Among them, 700 (350 girls and 350 boys) were selected using the multi-stage cluster sampling method. The research tools included the Early Academic Ability Questionnaire by Wright & Martinez (1997), the Kinship Center Attachment Questionnaire (KCAQ) by Halpern & Kappenberg (2006), Baumrind's parenting style questionnaire (1997), and Questionnaire Executive Function (BRIEF). SPSS-v23 and Lisrel-V8.8 were used to analyze data. Results: The research results indicated that there were significant relationships between executive function, parenting styles, early academic ability, and attachment styles (P=0.01). The structural model also indicated that early academic ability was fitted based on parenting and attachment styles in preschool children. Conclusion: According to the results, paying attention to the above-mentioned variables in designing appropriate treatments helps researchers and therapists of preschool children.
Parent-adolescent conflict over mobile phone use has emerged as a major concern in recent years, and parenting style has been suggested as a crucial factor in adolescent development and may impact parent-adolescent conflicts. This study thus investigated whether parenting styles had differential effects on parent–child conflicts over mobile phone use for male and female adolescents. A sample of 751 middle school students aged 12–17 years from an eastern province of China participated in the study. Results showed a significant difference in the relationships between four parenting styles and parent-adolescent conflict regarding mobile phone use. Moreover, the relationships between parenting styles and parent–child conflicts over mobile phone use varied by gender. Specifically, male adolescents with permissive parents had fewer conflicts than those with other parenting styles, while female adolescents with uninvolved parents had the least conflicts. Additionally, both male and female adolescents with authoritarian parents had more conflicts than those with authoritative, permissive, or uninvolved parents. These findings suggest that parenting style is crucial in reducing conflicts between parents and their children over mobile phone use, and gender is an important factor to consider when addressing these conflicts.
Parenting style (PS) and coparenting alliance (CA) are central concepts in the literature on family socialization and are frequently cited as family variables that explains interindividual differences in the development of learning during childhood. However, there has been limited research examining the relationship between these two concepts. Furthermore, the absence of suitable measurement tools complicates the conduct of comparative studies in France with those conducted elsewhere globally. Thus, the first objective of the present study is to adapt and validate the Parenting Styles and Dimensions Questionnaire (PSDQ). The second objective is to examine the links between the PS and the CA among mothers and fathers. The study involved a sample of 169 couples with children in fourth- or fifth grade. Both mothers and fathers completed the PSDQ and Parenting Alliance Inventory. Results show that the French version of the PSDQ demonstrates satisfactory psychometric qualities. Structural validity of the questionnaire was assessed using confirmatory factor analysis. Similarly, links between CA and PS have been identified. Specifically, mothers and fathers who reported higher levels of CA also tended to exhibit higher scores in the authoritative style. The relationships between PS and CA provide a better understanding of family functioning. The French version of the PSDQ is therefore suitable for use in both psychology research and clinical practice.
Current research aims to examine adult students' perceived parental attitudes, narcissism levels, ways of perceiving God. In addition, aims to determine the relationship between said concepts and socio-demographic variables. The sample of the research are 503 undergraduate and graduate students who study at Sivas Cumhuriyet University Faculty of Theology in the spring semester of 2023-2024 and were selected through random sampling. Participants’ qualities, perceived parental attitudes, narcissism levels and perceptions of God were measured through the survey technique. Accordingly, "Personal Information Form", "S-EMBU", "Five Factor Narcissism Scale-Short Form" and "God Perception Scale (TA)" were utilized. Collected data were analyzed via SPSS (26). F test, reliability and validity, one sample t-test, One-Way ANOVA and correlation testes were utilized. There are three main sections that form this research. In the first part, the subjects of narcissism, parental attitudes and perception of God are discussed conceptually and the literature on this subject is examined in detail. In the second section, information about the research method and data collection method is given. Finally, the findings of the study were evaluated. According to obtained results, significant relationship between perceived parental attitudes and narcissism and perception of God were found. Intercalarily, a significant relation of narcissistic tendencies and the perception of God was seen.
Private speech is a tool through which children self-regulate. The regulatory content of children’s overt private speech is associated with response to task difficulty and task performance. Parenting is proposed to play a role in the development of private speech as co-regulatory interactions become represented by the child as private speech to regulate thinking and behaviour. This study investigated the relationship between maternal parenting style and the spontaneous regulatory content of private speech in 3- to 5-year-old children ( N = 70) during a problem-solving Duplo construction task. Sixty-six children used intelligible private speech which was coded according to its functional self-regulatory content (i.e., forethought, performance, and self-reflective). Mothers completed the Australian version of the Parenting Styles and Dimensions Questionnaire. Results revealed a significant positive association between maternal authoritative parenting and the frequency and proportion of children’s forethought type (i.e., planning and self-motivational) utterances during the construction task. There were no significant associations between maternal parenting style and other private speech content subtypes.
Family socioeconomic status (SES) has been widely reported to relate to children’s academic achievement, but limited research has focused on the link between SES and Chinese preschoolers’ early academic outcomes, or the underlying mechanism through which family SES influences children’s early academic skills. This study examined the relations between family SES and Chinese preschool children’s early academic skills (i.e., literacy and numeracy) as well as the mediating role of parenting style (i.e., authoritative and authoritarian parenting) and self-regulation in this association. Participants were 307 children aged 5–6 years old and their parents from four kindergartens in Shanghai, China. Results of structural equation modelling indicated that: (1) family SES was positively related to preschool children’s early literacy and numeracy skills; (2) authoritative parenting partially mediated the relation between family SES and children’s literacy skills; authoritarian parenting was not identified as a significant mediator in this relationship; (3) authoritative and children’s self-regulation sequentially mediated the relationship between family SES and children’s literacy and numeracy skills. Implications for early childhood education and suggestions for further studies were discussed.
In today’s “knowledge society,” education is understood as highly instrumentally valuable, and institutional theorists have highlighted its immense cultural importance. What escapes commentary is the nearly universal moral reverence with which education is held. Since families are increasingly expected to participate in children’s schooling, a family’s moral virtue is partially established through offspring’s school success. I explore this using in-depth interviews with two American populations on the margin of college-going: beginning community college students and adult undergraduates. I discuss how respondents present support for education as evidence of caretakers’ status as loving and responsible parents. I then elaborate on how families create moral worthiness in relation to familial educational trajectories. I locate three narratives—maintaining the tradition, the rising family, and educational redemption. What narrative families deploy seems related to their location in social space, and each tacitly reflects the deep moral valuation of education that pervades modern culture.
A meta-analysis of 36 studies examining the relations between parent autonomy support (PAS) and child outcomes indicated that PAS was related to greater academic achievement and indicators of adaptive psychosocial functioning, including autonomous motivation, psychological health, perceived competence, engagement, and positive attitudes toward school, among other outcomes. The strongest relation emerged between PAS and psychological health. Results indicated that the strength of the PAS relation was stronger when PAS was reflective of both parents, rather than of just mothers or just fathers among five of six outcomes for which moderators could be examined. Moderator analyses also suggested that PAS correlations are stronger when the outcome is better aligned to the predictor and the relation between PAS and psychosocial outcomes may vary by grade level. Implications for theory and future research are discussed.
Literature accords the importance of parenting style and their impact on young adolescent's behavior. There are many factors that affect the academic performance of children and parenting styles is one of the significant factors of academic performance. But there is lack of research that integrates and systemizes the relationship between parenting styles and academic performance especially in Pakistan. The unit of analysis of this research was studies that were previously conducted on parenting styles and academic performance of young children. Main focus of search was to availability of data that is most recent and relevant, so this research paper focuses on 39 studies. Articles from seven databases (Google Scholar, Science Direct, Taylor and Francis Journals, Web of Science, JSTOR, Springer link and SAGE Journals) were identified related to the topic using a pre-established set of terms that included both parenting styles and academic performance. All the studies highlighted that parenting styles affect the academic achievement of adolescents. It was analyzed that authoritative parenting style is the most effective parenting style in enhancing the academic performance of young children. More research is needed on parenting styles in different continents to have an understanding of the cultural effect of parenting styles on the academic performance of adolescents. Implications for parents and policy makers are discussed.
Uncertainty persists regarding adequate measurement of parenting behavior during early adolescence. The present study aimed to clarify the conceptual structure of parenting by evaluating three different models that include support, psychological control, and various types of behavioral control (i.e., proactive, punitive, and harsh punitive control). Furthermore, we examined measurement invariance of parenting ratings by 1,111 Flemish adolescents from Grade 7 till 9, their mother, and father. Finally, criterion validity of parenting ratings was estimated in relation to adolescent problem behavior. Results supported a five-factor parenting model indicating multiple aspects of behavioral control, with punitive and harsh punitive control as more intrusive forms and proactive control as a more supportive form. Similar constructs were measured for adolescents, mothers, and fathers (i.e., configural and metric invariance), however on a different scale (i.e., scalar noninvariance). Future research and clinical practices should acknowledge these findings in order to fully grasp the parenting process.
Parents' (primarily mothers) reports of their child-rearing expectations and intentions were measured for 184 low-income urban families when children were in the third and fifth grades. Reports of harsh, firm, and permissive parenting strategies were stable over time. Associations between concurrent parenting strategies and children's adjustment also were evident. Endorsements of harsh parenting strategies were associated with teachers reporting poorer child adjustment at school; firm-responsive parenting strategies were related to lower parent-reported behavior problems in the home. Harsh parenting was negatively associated with children's academic achievement as measured by the Iowa Test of Basic Skills during fifth grade. Reports of parental permissiveness were not associated with measures of child adjustment. Reported parenting in third grade was associated with greater child responsibility during fifth grade. There was little evidence that children's prior adjustment was related to parenting reports obtained later.
Parenting styles have consistently been shown to relate to various outcomes such as youth psychopathology, behavior problems, and academic performance. Building on the research in the parenting style literature, along with examining components of self-determination theory, the present study examined the relations among authoritative parenting style, academic performance, self-efficacy, and achievement motivation using a sample of college students (N = 264) . Results indicated that authoritative parenting continues to influence the academic performance of college students, and both intrinsic motivation and self-efficacy predicted academic performance. Additionally, the study tested the interaction between self-efficacy and authoritative parenting, but the interaction was not significant. Implications for future research and applications are discussed.
This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3–6, using a structured interview. Construct validity data for the interview ratings suggested that the three parent dimensions were reliable, relatively independent, and correlated with other parent measures in hypothesized ways. Aspects of children's self-regulation and competence were measured through children's reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's self-reports of autonomous self-regulation, teacher-rated competence and adjustment, and school grades and achievement. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were obtained for father involvement. The structure dimension was primarily related to children's control understanding. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Designed a rating scale to measure dysfunctional discipline practices in parents of young children. Three stable factors of dysfunctional discipline style were identified: (1) Laxness, (2) Overreactivity, and (3) Verbosity. The Parenting Scale exhibited adequate internal consistency and test–retest reliability. Mothers of clinic children reported more dysfunctional parenting than did mothers of nonclinic children. Parenting Scale scores were related to maternal ratings of child behavior and marital discord. Most important, Parenting Scale scores correlated significantly with observational measures of dysfunctional discipline and child misbehavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.
This study investigated the extent to which mothers' psychological control predicts their children's mathematical performance during the children's transition from preschool to primary school over and above the impact of maternal affection and behavioral control. Also investigated was the extent to which maternal affection and behavioral control moderate the impact of mothers' psychological control. Children 5-6 years old at baseline (N=196) were followed up 6 times to measure their performance in mathematics over a 3-year period from preschool to 2nd grade. Mothers were asked to fill in a questionnaire measuring their parenting styles once every year over the 3-year period. A high level of psychological control exercised by mothers predicted their children's slow progress in mathematics. However, this impact was particularly evident among those children whose mothers reported a high level of affection. No evidence was found that children's mathematical performance had any effect on their mothers' parenting styles.
One possible reason for the continued neglect of statistical power analysis in research in the behavioral sciences is the inaccessibility of or difficulty with the standard material. A convenient, although not comprehensive, presentation of required sample sizes is provided. Effect-size indexes and conventional values for these are given for operationally defined small, medium, and large effects. The sample sizes necessary for .80 power to detect effects at these levels are tabled for 8 standard statistical tests: (1) the difference between independent means, (2) the significance of a product-moment correlation, (3) the difference between independent rs, (4) the sign test, (5) the difference between independent proportions, (6) chi-square tests for goodness of fit and contingency tables, (7) 1-way analysis of variance (ANOVA), and (8) the significance of a multiple or multiple partial correlation.
Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family-school relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence.
Using data collected from a large sample of high school students, the authors challenge three widely held explanations for the superior school performance of Asian-American adolescents, and the inferior performance of African- and Hispanic-American adolescents: group differences in (a) parenting practices, (b) familial values about education, and (c) youngsters' beliefs about the occupational rewards of academic success. They found that White youngsters benefit from the combination of authoritative parenting and peer support for achievement, whereas Hispanic youngesters suffer from a combination of parental authoritarianism and low peer support. Among Asian-American students, peer support for academic excellence offsets the negative consequences of authoritarian parenting. Among African-American youngesters, the absence of peer support for achievement undermines the positive influence of authoritative parenting.
This study examined whether parent–child conflict and cohesion during adolescence vary among families characterized as having different cultural traditions regarding parental authority and individual autonomy. Approximately 1,000 American adolescents from immigrant and native-born families with Mexican, Chinese, Filipino, and European backgrounds reported on their beliefs, expectations, and relationships with parents; longitudinal data were available for approximately 350 of these youths. Despite holding different beliefs about parental authority and individual autonomy, adolescents from all generations and cultural backgrounds reported similar levels of conflict and cohesion with their parents. Discussion focuses on the relative importance of cultural beliefs and social settings in shaping the nature of parent–child relationships during adolescence.
The aim of the study was to investigate the extent to which adolescents' achievement strategies are associated with the parenting styles they experience in their families. Three hundred and fifty-four 14-year-old adolescents completed a Strategy and Attribution Questionnaire and a family parenting style inventory. Analogous questionnaires were also completed by the adolescents' parents. Based on adolescents' report of the parenting styles, four types of families were identified: those with Authoritative, Authoritarian, Permissive, and Neglectful parenting styles. The results further showed that adolescents from authoritative families applied most adaptive achievement strategies characterized by low levels of failure expectations, task-irrelevant behaviour and passivity, and the use of self-enhancing attributions. Adolescents from neglectful families, in turn, applied maladaptive strategies characterized by high levels of task-irrelevant behaviour, passivity and a lack of self-enhancing attributions. The results provide a basis for understanding some of the processes by which parenting styles may influence adolescents' academic achievement and performance.
Although researchers using parental self-report data have questioned its validity (Holden, 2001) and called for more work in this area (Krevans & Gibbs, 1996; Locke & Prinz, 2002), methodological concerns regarding self-report about parenting practices have not been addressed adequately. The susceptibility of parental report to systematic distortions suggests a need for research on ways to improve self-report. This paper attempts to synthesize research findings from other fields (e.g., survey methodology) about ways to improve the validity of self-report, and to discuss the implications for self-report of parenting behaviors. Methods for improving self-report are presented for each of the 5 major tasks in responding to a question: (1) understanding the question, (2) recalling relevant behavior, (3) inference and estimation, (4) mapping the answer onto the response format, and (5) "editing" the answer for reasons of social desirability. Self-administered interviewing, audio-computer-assisted interviewing, pretesting, conversational interviewing, and the decompositional item may be among the best candidates for use in parental self-report. Recommendations are offered with respect to strategies that might prove useful in improving parental assessment of parenting, and to research efforts to evaluate the utility and potential costs of these strategies.
This study examined the effects of perceived parental involvement and autonomy support on academic performance and substance use among 171 adolescents. Participants reported their perception of parental involvement and autonomy support, reasons for doing school work, ability to control their attention and behavior, school grade, classroom disruptive behavior and substance use. Teacher and school administrators provided information about students' academic performance. Self-regulation variables mediated the effects of perceived parental involvement and autonomy support on academic performance and classroom disruptive behavior in both low and high-risk students. Among high-risk students only, classroom disruptive behavior was significantly related to greater substance use. A higher level of perceived parental involvement and autonomy support and greater self-regulation predicted better outcomes for all students.
Background
Youth programs often rely on self-reported data without clear evidence as to the accuracy of these reports. Although the validity of self-reporting has been confirmed among some high school and college age students, one area that is absent from extant literature is a serious investigation among younger children. Moreover, there is theoretical evidence suggesting limited generalizability in extending findings on older students to younger populations.
Objective
The purpose of this study is to examine the validity of academic and attendance self-reporting among children and youth.
Method
This study relies on original data collected from 288 children and youth using Big Brothers Big Sisters enrollment and assessment data, paired with school-records from two local school divisions. Initially, we utilized percent agreement, validity coefficients, and average measures ICC scores to assess the response validity of self-reported academic and attendance measures. We then estimated the affects of several moderating factors on reporting agreement (using standardized difference scores). We also accounted for cross-informant associations with child reported GPA using a moderated multiple regression model.
Results
Findings indicate that children and youth report their individual grades and attendance poorly. Particularly, younger and lower performing children are more likely to report falsely. However, there is some evidence that a mean construct measure of major subjects GPA is a slightly more valid indicator of academic achievement.
Conclusion
Findings suggest that researchers and practitioners should exercise caution in using self-reported grades and attendance indicators from young and low-performing students.
The purpose of this study was to examine how different aspects of paternal and maternal control behaviours influence the perceived academic competence of early adolescents indirectly via their engagement with school. The analyses are based on a longitudinal study with two waves that were separated by 12 months. The participants were 228 early adolescents (50.4% girls) with an average age of 11.62 years (SD = .41) at the outset. Structural equation modeling analyses using bootstrapping procedures revealed that parental supervision was indirectly related to the perceived academic competence of adolescents via their engagement with schools, whereas parental authoritarian control was only linked to engagement with school. The discussion focuses on the multifaceted nature of parental control and the importance of both parents for the academic success of adolescents.
This study examines the independent and joint contributions of three core dimensions of authoritative parenting - acceptance-involvement, strictness-supervision, and psychological autonomy granting - to adolescent adjustment. A sample of 8,700 14- to 18-year-olds completed questionnaires that included indices of authoritative parenting and a set of instruments assessing different aspects of adjustment. Behavior problems were related more strongly to behavioral control than to psychological autonomy granting. Psychosocial development and internal distress were more strongly associated with both psychological autonomy granting and acceptance-involvement than with behavioral control. Academic competence demonstrated significant relations with all three parenting variables. Curvilinear and interactive relations between parenting practices and adolescent adjustment were observed, but the specific pattern varied as a function of outcome assessed.
This study examined the effects of parental acceptance, psychological control, and behavioral control on children’s school adjustment and academic achievement, as well as the possible mediation effect of children’s self-regulation in those processes. To do so, we examined 388 upper-level elementary school students (mean age = 11.38 years) in South Korea. In addition, the study examined whether the influences of parental psychological and behavioral control on children’s school outcomes were consistent between Western and East Asian cultures. Children reported on perceived parental acceptance, psychological control, behavioral control, self-regulation, and their own school adjustment and academic achievement. The results showed that parental acceptance, psychological control, and behavioral control were not directly related to children’s school outcomes. Parental acceptance and behavioral control indirectly influenced the children’s school outcomes but were mediated by the children’s self-regulation. However, the mediation effect of self-regulation between psychological control and children’s school outcomes was not statistically significant. These results suggested that children’s self-regulation plays a more significant role vis-à-vis children’s school outcomes than the direct effects of parenting and that parental psychological control did not have a negative effect on South Korean children’s school outcomes.
Parenting style and its impact on student achievement in a multidimensional society continues to pose significant challenges to clinicians, researchers, educators, and parents alike. This literature review summarizes the research surrounding five domains: (1) parental control; (2) gender and parenting style; (3) parental education; (4) perceptual differences between parents and their children; and (5) ethnicity and diversity. Behavioral control and psychological control were found to be two inherent features of parental style that have a direct affect on student achievement. Adolescents' perceived level of independence when interacting with their parents also seemed to have a direct relationship on their academic achievement. Research concerning children's progress in mathematics as related to parenting style and gender stereotype was also uncovered. Evidence was found to support the notion that parental education can have an indirect impact on children's academic achievement in various cultures. Implications for future research are identified including the need for applied research in learning communities factoring in variables for family structure, expectations, ethnicity, communication, and involvement.
The current study examines research questions proposed by an expanded version of Darling and Steinberg’s contextual model of parenting. Using a sample of 184 adolescents, the analyses indicated that adolescents’ perceptions of parental educational goals and values were related positively and significantly to their reports of parental school involvement and parental monitoring. In turn, adolescents’ perceptions of parental involvement in schoolwork were related positively and significantly to their interest in school, internal academic self-regulation, and goal pursuit. Parental styles moderated the relationship between parental practices and student grades, with parental involvement and monitoring most effective under child-centered parenting styles. The implications of the study results on the parental socialization of school achievement and motivation are considered.
A meta-analysis is undertaken, including 52 studies, to determine the influence of parental involvement on the educational outcomes of urban secondary school children. Statistical analyses are done to determine the overall impact of parental involvement as well as specific components of parental involvement. Four different measures of educational outcomes are used. These measures include an overall measure of all components of academic achievement combined, grades, standardized tests, and other measures that generally included teacher rating scales and indices of academic attitudes and behaviors. The possible differing effects of parental involvement by race and socioeconomic status are also examined. The results indicate that the influence of parental involvement overall is significant for secondary school children. Parental involvement as a whole affects all the academic variables under study by about .5 to .55 of a standard deviation unit. The positive effects of parental involvement hold for both White and minority children.
This meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children. Analyses determined the effect sizes for parental involvement overall and subcategories of involvement. Results indicate a significant relationship between parental involvement overall and academic achievement. Parental involvement, as a whole, was associated with all the academic variables by about 0.7 to 0.75 of a standard deviation unit. This relationship held for White and minority children and also for boys and girls. The significance of these results is discussed.
The purposes of this study were to explore the influence of both parenting style (demandingness and responsiveness) and parental involvement on the achievement outcome of early adolescents and to explore the relations both adolescents' and their parents' perceptions ofparenting, and to compare the influence that the differentperceptions have on adolescents' achievement. Subjects were 247 ninth-grade boys and girls and their parents from urban, suburban, and rural communities in the southeast and the midwest. Questionnaire measures of adolescents' and parents' perceptions of maternal and paternal demandingness, responsiveness, and parental involvement were designed for this program of research. Adolescents'reports ofparenting were found to correlate only moderately with parents' reports. Adolescents'(both boys'and girls'), but not parents', reports of parenting significantly predicted their achievement outcome, with parental involvement significantly predicting achievement above and beyond dimensions of parenting style. The importance of considering both adolescents'and parents'perceptions of parenting is discussed.
Three models of parental control-permissive, authoritarian, and authoritative-are described and contrasted. Pertinent findings concerning the effects on child behavior of component disciplinary practices are reviewed. With these and other findings as the basis for discussion, several propositions concerning the effects on child behavior of parental control variables are critically examined. Finally, the relation between freedom and control is examined and the position defended that authoritative control may effectively generate in the child, behavior which while well socialized is also wilful and independent.
In this chapter, the author introduces some complications regarding family dynamics arising from the fact that children are either male or female. This aspect of a child's current persona is viewed as affecting many things about the role of a child in the family and the kind of interaction that occurs between the child and other family members. The author notes that the pendulum in research has swung from the earlier unidirectional view of influence flowing from parent to child to an almost equally unidirectional view of children as the primary drivers of parent-child interaction. Some current views of family dynamics are presented, including the view of influence among family members as a set of reciprocal processes unfolding over time, the emergent properties of dyads, and the importance of this dyadic view for understanding the effects of children on their parents. Research is then presented on the way in which a child's sex and the sex of the parent, are involved in interactions and relationships within the family. The question is then raised: Can we identify ways in which something about the child's sex drives the interaction? This question is explored in the context of findings from studies on same-sex parent-child dyads and the child's genetic sex. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purposes of this study were to examine the relations of both family and school contexts on students' academic achievement and to explore the mediating effects of students' perceptions of their motivations and academic self-competence between the family and school contexts and achievement. Participants were 230 fifth- and sixth-grade students. Students' perceptions of parenting style (demandingness and responsiveness), parental involvement (parental values and involvement in school functions), teaching style (teacher control and responsiveness), and school atmosphere (school responsiveness and supportive social environment) significantly predicted their school achievement; however, students' motivations and self-competence mediated the relations between students' contexts and their academic achievement. Furthermore, parental values, teacher responsiveness, school responsiveness, and supportive social environment predicted students' motivations and academic competence above and beyond parenting style, parental involvement, and teacher control. The importance of students' supportive relationships and the internalization of the messages conveyed to them underscore the need for a contextual view by school psychologists when consulting with parents and education staff regarding achievement concerns. © 2001 John Wiley & Sons, Inc.
This article explores the relationship between parental psychological control and parental autonomy granting, and the relations between these constructs and indicators of adolescent psychosocial functioning, in a sample of 9,564 adolescents from grades 9 to 12. Participants completed a comprehensive parenting questionnaire as well as several measures of psychosocial adjustment. Confirmatory factor analyses of the parenting items revealed discrete factors for psychological control and autonomy granting, suggesting that these are distinct parenting constructs rather than opposite ends of a parental control continuum. Moreover, structural equation modeling showed that these factors were weakly correlated and differentially related to adolescent internalizing symptoms. Findings have implications for future conceptualization and measurement of psychological control and autonomy granting, and for research examining their effects on adolescent development.
Two new scales of parental care and overprotection, and their combination as a Parental Bonding Instrument, are described. On measurements of reliability and validity the scales appear to be acceptable, and are independent of the parent's sex. It would appear that mothers are perceived as significantly more caring and slightly more overprotective than fathers, but that those judgements are not influenced by the sex of the child. Overprotection appears to be associated with lack of care. The scales and scoring method are appended. Norms for a general Sydney population are presented, and the possible influence of age, sex and social class examined.
This article reviews the literature on the relationship among parenting practices, parenting styles, and adolescent school achievement. The review of the empirical research indicates that parental involvement and monitoring are robust predictors of adolescent achievement. Several studies, however, indicate that parental involvement declines in adolescence, prompting the call for future research on the reasons for and associated consequences of this decline. Furthermore, the review indicates that authoritative parenting styles are often associated with higher levels of student achievement, although these findings are not consistent across culture, ethnicity, and socioeconomic status. Darling and Steinbergs contextual model of parenting provides a promising model to help resolve these discrepancies, however, further research is needed to examine the major linkages of the model. It is also argued that the contextual model should expand its notion of context towards the larger cultural and economic context in which families reside.
The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement. Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship, whereas parental home supervision has the weakest relationship, with students' academic achievement. In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator (e.g., math grade). Limitations of the study are noted, and suggestions are made for future studies.
Asystematic study of the linkages between gender issues and parenting is made among Chinese families. This study examines sex differences in parenting attributes across fathers and mothers and towards sons and daughters, and compares the contributions of fathers and mothers to the prediction of academic performance across boys and girls. Four parenting attributes are included: nurturance, psychological control, parental involvement in education, and parental academic efficacy. Data were collected from 461 Chinese father-mother-child triads of children studying Grade 3 to 5 in Hong Kong. Findings of this study, based on multivariate analysis of variance, showed that parental roles followed traditional Chinese cultural expectations. Compared to the fathers, Chinese mothers of school-age children in Hong Kong were more loving and caring, more involved in children's education, and more efficacious in promoting children's academic performance. Results of hierarchical regression analysis examining the role of child's sex as a moderator showed cross-sex influence in parental contribution to academic performance with respect to parental psychological control and academic efficacy. Specifically, boys benefited more from maternal efficacy than girls did and they were also more hampered by mothers with high psychological control, while girls' academic performance was more enhanced by paternal academic efficacy than boys. A gender-balance approach that highlights the significance of gender in moderating parental contributions to academic performance was thus supported. Future research should continue to focus on psychological control and domain-specific parental attributes as potential sources of gender-linked parent-child associations. Investigations should also explore other cognitive and noncognitive domains of child outcome, different child age groups, as well as Chinese populations in various geographical regions.
To understand the role that Mexican origin parents play in their children's academic success, this study used structural equation modeling to evaluate the associations of parents' parenting practices (warmth, monitoring, harshness, and academic involvement) and cultural orientations (enculturation and acculturation) with their adolescents' grades, classroom behavior, and association with peers who get into trouble at school. Data were obtained from teachers, mothers, fathers, and male and female adolescents in 560 Mexican origin families living in the southwest U.S. Results indicated that mothers' and fathers' parenting practices and cultural orientations were linked to adolescents' academic outcomes. However, there were differences for boys and girls. Results are discussed in relation to parent and adolescent gender roles and implications for intervention.
In order to test Maccoby and Martin's revision of Baumrind's conceptual framework, the families of approximately 4,100 14-18-year-olds were classified into 1 of 4 groups (authoritative, authoritarian, indulgent, or neglectful) on the basis of the adolescents' ratings of their parents on 2 dimensions: acceptance/involvement and strictness/supervision. The youngsters were then contrasted along 4 sets of outcomes: psychosocial development, school achievement, internalized distress, and problem behavior. Results indicate that adolescents who characterize their parents as authoritative score highest on measures of psychosocial competence and lowest on measures of psychological and behavioral dysfunction; the reverse is true for adolescents who describe their parents as neglectful. Adolescents whose parents are characterized as authoritarian score reasonably well on measures indexing obedience and conformity to the standards of adults but have relatively poorer self-conceptions than other youngsters. In contrast, adolescents from indulgent homes evidence a strong sense of self-confidence but report a higher frequency of substance abuse and school misconduct and are less engaged in school. The results provide support for Maccoby and Martin's framework and indicate the need to distinguish between two types of "permissive" families: those that are indulgent and those that are neglectful.
To examine gender and age differences among urban, low-income, African-American children and adolescents in perceived monitoring by their parents, and the association of perceived parental monitoring with family characteristics, health risk behaviors, and risk perceptions.
Three cross-sectional surveys were conducted in 1992 (n = 455), 1994 (n = 355), and 1996 (n = 349). Respondents aged 9-17 years were recruited from low-income urban areas including public housing communities and associated recreation centers. Both multivariate analysis of variance and correlation analysis were performed.
Low levels of perceived parental monitoring were associated with participation in several health risk behaviors, including sexual behavior, substance/drug use, drug trafficking, school truancy, and violent behaviors. Females perceived themselves to be more monitored than did males. In general, the perceived parental monitoring tended to decrease with advancing age of the youth.
The strong inverse correlation between perceived parental monitoring and adolescent risk behavior suggests that parental monitoring initiatives may be an effective intervention tool. Longitudinal studies are needed to determine the long-term relationship between perceived parental monitoring and adolescent risk involvements.
A questionnaire was developed for the purpose of measuring Baumrind's (1971) permissive, authoritarian, and authoritative parental authority prototypes. It consists of 30 items per parent and yields permissive, authoritarian, and authoritative scores for both the mother and the father; each of these scores is derived from the phenomenological appraisals of the parents' authority by their son or daughter. The results of several studies have supported the Parental Authority Questionnaire as a psychometrically sound and valid measure of Baumrind's parental authority prototypes, and they have suggested that this questionnaire has considerable potential as a valuable tool in the investigation of correlates of parental permissiveness, authoritarianism, and authoritativeness.
Practical meta-analysis
- M W Lipsey
- D B Wilson
- MW Lipsey
The dual effects of parenting and perfectionism on maladjustment and academic performance of affluent suburban adolescents. Unpublished dissertation
- S Must
Children’s reports of parental behavior: an inventory
- E S Schaefer
- ES Schaefer
Parental psychological control: revisiting a neglected construct
- B K Barber
- BK Barber