Abstract
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.
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