Abstract
This study addresses the novel concept of two types of parental academic support (PAS), namely, as a companion and as a manager, and identifies the effect of children’s perceived PAS on their psychological attributes and academic achievements. The data include a nationally representative sample of 6836 students from the Korean Education Longitudinal Study 2013. A correlation analysis showed that the two types of PAS had a positive relation with adolescents’ development; however, a structural equation model showed a negative effect of PAS as a manager. Children’s perceived PAS as managers had no effect on their self-regulation or academic achievement after 3 years, surprisingly, was found to increase their amotivation. Children’s perceived PAS as companions had a long-term, positive effect on adolescents’ development and academic achievements. The results suggest that parents should recognize their children’s autonomy and provide academic support on an equal level. Further multidimensional PAS studies should be conducted with more detailed questions.
Highlights
Parental support for their children’s studies has been discussed regarding various concepts, such as academic support, emotional support, attention to achievement, parental involvement and school participation
Some studies show that parental support for children positively impacts their achievement [1,2]; other studies argue that excessive attention negatively impacts children [3,4]
Consistent results are readily available for parental emotional support; various studies on parental academic support (PAS) are needed
Summary
Parental support for their children’s studies has been discussed regarding various concepts, such as academic support, emotional support, attention to achievement, parental involvement and school participation. Some studies show that parental support for children positively impacts their achievement [1,2]; other studies argue that excessive attention negatively impacts children [3,4]. According to a previous study, the emotional support of parents was positive for their children’s psychological health [5,6]. Parents’ academic support and attention to achievement functions as a double-edged sword, as they affect positive motivation, predict negative motivation and test anxiety [7,8]. Consistent results are readily available for parental emotional support; various studies on parental academic support (PAS) are needed. What is the difference between properly supporting and overly supporting a child? Most studies related to PAS did not clearly define excessive support
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