Abstract
The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.
Highlights
The present article examines through a longitudinal study, whether authoritative and permissive parenting styles are associated with the type of relationships that the adolescent develops with their peers and of this in turn with academic self-efficacy and performance
Parenting styles differ according to the levels of parental sensitivity and parental control, and both of these factors are associated to child development and well-being (Broderick and Blewitt, 2003)
Children from authoritative families have high selfefficacy beliefs, and when they face challenges regarding academic tasks, they handle it effectively (Baumrind and Black, 1967; Baumrind, 1973). From these theoretical and empirical premises on parenting styles, peer relationships, academic self-efficacy and performance, this study aims to provide insight into a model, based on the hypothesis that authoritative and permissive parenting styles, separately for mother’s and father’s parenting style, together with kind of peer relationships, may foster or thwart academic self-efficacy and that this in term mediates their relationships with academic performance in late adolescence
Summary
The present article examines through a longitudinal study, whether authoritative and permissive parenting styles are associated with the type of relationships that the adolescent develops with their peers (attachment, victimization, or aggression) and of this in turn with academic self-efficacy and performance. Baumrind’s (1966) theory of parenting style was focused on the control parents executed over their children or parental demandingness and on the level parents respond to the child’s needs or parental responsiveness. She presented three different parenting styles through the combination of these two factors. Maccoby and Martin (1983) added a fourth parenting style known as negligent parenting, characterized by lack or responsiveness and demandingness (Richaud et al, 2013)
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