Abstract
This study examines the correlates of authoritative (warmth and strictness), indulgent (warmth but not strictness), authoritarian (strictness but not warmth), and neglectful (neither warmth nor strictness) parenting with short- and long-term socialization outcomes in adolescents and adults, with and without poor school performance during adolescence. Short- and long-term socialization outcomes were captured by multidimensional self-esteem (academic/professional, emotional, and family), psychological maturity (self-competence, social competence, and empathy), and emotional maladjustment (nervousness, emotional instability, and hostility). Participants (1195 female and 874 male) consisted of a community sample of adolescents (n = 602), young adults (n = 610), middle-aged adults (n = 469) and older adults (n = 388). Design was a 4 × 3 × 2 × 4 MANOVA (parenting style × school performance × sex × age). Results indicated that the relationship between parenting styles and children’s socialization outcomes does not vary as a function of school performance. The link between parenting styles and socialization outcomes shares a common short- and long- term pattern in adolescents and adults: Indulgent parenting was related to equal or even better socialization outcomes than authoritative parenting, whereas authoritarian and neglectful styles were associated with the worst socialization outcomes.
Highlights
Schools help the children of today to become the adults of tomorrow [1]
This study examines the links between parenting styles and school performance during middle-aged adults); on emotional self-esteem, older and middle-aged adults showed higher scores adolescence and short- and long-term socialization outcomes in a community sample of Spanish than adolescents and young adults; and on family self-esteem, the lowest scores corresponded to older adolescents and adults
The results showed that, in adolescents and adults, poor school performance during adolescence was consistently associated with the worst outcomes: less self-esteem, less psychosocial maturity, and greater emotional maladjustment
Summary
Schools help the children of today to become the adults of tomorrow [1]. year in and year out, a sizeable proportion of adolescents who do not develop a commitment to succeeding in school or feel of a sense of attachment to school quit before earning their high school diploma [2,3].despite public authorities’ efforts to reduce the school dropout rate, this problem remains a pressing public health issue [1,4,5,6,7]. Year in and year out, a sizeable proportion of adolescents who do not develop a commitment to succeeding in school or feel of a sense of attachment to school quit before earning their high school diploma [2,3]. Development during adolescence could be critical (for a review, see Eccles, Midgley, Wigfield, Buchanan, Reuman, Banagan, and Iver, 1994) [8]. The magnitude of the drastic decline in some early adolescents’ school grades as they move into junior high school is a significant predictor of school failure and dropout [9]. The relationship between poor academic performance and the dropout rate has been well documented empirically (for a review, see Battin-Pearson, et al, 2000) [3].
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