Relationships between Parenting Styles and the Academic Performance of Adolescents

Autor/inn/en	Rivers, Jewrell; Mullis, Ann K.; Fortner, Lauren A.; Mullis, Ronald L.
Titel	Relationships between Parenting Styles and the Academic Performance of Adolescents
Quelle	In: Journal of Family Social Work, 15 (2012) 3, S.202-216 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2158
DOI	10.1080/10522158.2012.666644
Schlagwörter	Student Attitudes; Self Efficacy; Academic Achievement; Parenting Styles; Child Rearing; Goal Orientation; Student Motivation; Adolescents; Parent School Relationship; Correlation; Questionnaires; Attitude Measures; High School Students; Grade Point Average; Gender Differences; Racial Differences; Rural Areas + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Schulleistung; Kindererziehung; Zielorientierung; Zielvorstellung; Schulische Motivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Korrelation; Fragebogen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Rassenunterschied; Rural area; Ländlicher Raum
Abstract	Relationships between parenting styles, academic performance, and the mediating effects of motivation, goal orientation, and self-efficacy were examined. One hundred forty-eight high school students participated, including 58 males and 90 females. The Parenting Style/Parental Involvement Questionnaire was used to measure students' perceptions of their parents' parenting styles. The Intrinsic-Extrinsic Orientation Scale measured students' motivation. The Patterns of Adapted Learning Survey measured participants' goal orientation and academic self-efficacy. Adolescents who reported their parents as having a more authoritative parenting style were found to demonstrate more intrinsic motivation in their academic pursuits. Future implications for intervention and research are discussed. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10