Profiles of Parenting Autonomy Support and Control: A Person-Centered Approach in Students' Adjustment to the Transition to Middle School

Autor/inn/en	Bouffard, Thérèse; Labranche, Andrée-Ann
Titel	Profiles of Parenting Autonomy Support and Control: A Person-Centered Approach in Students' Adjustment to the Transition to Middle School
Quelle	In: Journal of Early Adolescence, 43 (2023) 7, S.908-946 (39 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bouffard, Thérèse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/02724316221136039
Schlagwörter	Personal Autonomy; Parent Influence; Parenting Styles; Parent Student Relationship; Foreign Countries; Public Schools; Private Schools; Students with Disabilities; Learning Disabilities; Grade 6; Grade 7; Elementary School Students; Middle School Students; Student Adjustment; Elementary School Teachers; Middle School Teachers; Canada (Montreal); Perceived Competence Scale for Children + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Ausland; Public school; Öffentliche Schule; Private school; Privatschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Adjustment; Adaptation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The entry of students into middle school constitutes a life transition that involves adaptive challenges at the psychological, academic and social levels. The provision of autonomy support and avoidance of controlling tactics by parents can be effective resources to help the students through this transition. The purpose of the present study was twofold: (1) to identify distinct profiles of parenting support of autonomy and of control, and (2) to examine whether membership to these profiles relates to students' school adjustment once in middle school. Latent profile analysis served to analyze data collected from a sample of 672 students in the spring of their sixth grade and one year later at middle school. Results revealed a three-class model of parenting: Autonomy Centered group (67%), Control Centered group (8.0%), Autonomy/Control Balanced group (25%). School adjustment was poorest for students whose parents belong to the Control Centered group and generally the highest for those whose parents belong to the Autonomy Centered group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01