The effects of parenting on early adolescents' noncognitive skills: Evidence from a sample of twins in Germany.

Abstract

Many theories in the social sciences assume that parenting affects child development. Previous research mostly supports the notion that parenting affects the skill development of children in early childhood. There are fewer studies testing whether parenting in early adolescence has such an influence. We estimate the effects of parenting on early adolescents’ noncognitive skills using data from the German Twin Family Panel (TwinLife). Specifically, we look at the effects of parenting styles, parental activities, and extracurricular activities on the academic self-concept, motivation, self-esteem, self-efficacy, and locus of control of 10 to 14 years old children. To control for unobserved heterogeneity and reverse causality, we employ twin fixed-effects models combined with longitudinal information. In addition, MZ twin fixed effects models also control for genetic confounding. Our findings provide no support to the notion that parenting styles, parental activities, and extracurricular activities in early adolescence affect the development of children's noncognitive skills. We conclude that our results, in combination with the majority of evidence from previous research, are in line with a model according to which parenting has larger effects on the skill development of children in early childhood than in early adolescence.