Parental Behavioural Control and Academic Achievement: Striking the Balance between Control and Involvement

Autor/in	Kramer, Karen Z.
Titel	Parental Behavioural Control and Academic Achievement: Striking the Balance between Control and Involvement
Quelle	In: Research in Education, 88 (2012), S.85-98 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.7227/RIE.88.1.8
Schlagwörter	Academic Achievement; Adolescents; Parent Child Relationship; Mothers; Fathers; Parent Participation; Parent School Relationship; Parenting Styles; Correlation; Longitudinal Studies; Personal Autonomy; Affective Behavior; Regression (Statistics); Measures (Individuals); Role + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Individuelle Autonomie; Affective disturbance; Active behaviour; Affektive Störung; Regression; Regressionsanalyse; Messdaten; Rollen
Abstract	Using a longitudinal US dataset (N = 6,134) we examine the relationship between parental behavioural control and academic achievement and explore the moderating role of parental involvement and parental warmth. Analyses using multiple hierarchical regression with clustering controls shows that parental behavioural control is negatively associated with academic achievement while parental involvement is positively associated with academic achievement. Furthermore, father parental involvement is a significant moderator of the relationship between parental behavioural control and adolescents' academic achievement. Specifically, we find differences in the moderating effect of parental involvement between father and mothers: adolescents have greater academic achievement when fathers, but not mothers, have low levels of parental control and high levels parental involvement. We conclude that parents need to strike a delicate balance between giving more behavioural autonomy to their children, especially as they get older, while still maintaining high levels of parental involvement. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10