Parental Involvement In Adolescents Research Articles

Parental involvement in Mexican-origin adolescents' romantic relationships: An examination of parents' cultural orientations and parent-youth relationships.

Romantic relationships are normative in adolescence, and parents can play a role in supporting or restricting adolescents' romantic experiences. This study examined parents' involvement in adolescents' romantic relationships in a sample of 226 Mexican-origin families. Findings indicated that, on average, mothers were more supportive of adolescents' romantic relationships than fathers, and parents were more supportive of daughters than of sons. Fathers' (but not mothers') Mexican cultural orientations were associated with greater restrictions on adolescents' romantic relationships. For mothers of boys, higher levels of familism values were linked to lower levels of support, and for fathers of boys, more traditional gender role attitudes were associated with less support. Also, more parent-youth conflict was associated with greater support from mothers but greater restrictions from both mothers and fathers. Finally, less granted autonomy in early adolescence was associated with greater parental restrictions. Discussion focuses on the nature of mothers' and fathers' involvement in adolescents' romantic relationships. Implications for research and practice highlight the importance of recognizing cultural and relational factors that shape mothers' and fathers' parenting around adolescent dating.

Developing a parental empowerment model to prevent health risk behaviors among adolescents in East Java, Indonesia

Introduction: Parental empowerment in monitoring adolescents plays a crucial role in preventing health-risk behaviors. This research aimed to develop a model of parental empowerment against the prevention of health risk behavior (PE-HRB) in adolescents based on the theory of health promotion model. Methods: The research design used was an explanative survey method. The research population was parents who have adolescent children in East Java and able to access online questionnaires. Consecutive sampling obtained a large sample of 704 respondents from July - September 2020. Questionnaires were distributed online using the online Zoho platform and distributed to parents. The data analysis used a smart PLS (Partial Least Squares) statistical test with significance level T>1.96. Results: Personal factors positively and significantly influenced cognition and affect (T=2.82;p=0.005). Cognition and affection variables influence on parental empowerment (T=5.19; p=<.001). Cognition and affection have no effect on preventive behavior (T=1.49; p=.135). Parental empowerment is an important point in shaping preventive behavior. Conclusions: Empowerment is a factor that significantly affects the formation of parental behavior without going through commitment variables. Parental involvement in adolescents’ academic and personal lives is an important aspect to prevent health-risk behavior in adolescents. Cognition and affection variables cannot directly form preventive behavior but must go through parental empowerment pathways to form preventive behavior. Parental empowerment has no effect on commitment, but commitment affects prevention behavior. Empowering parents is a topic that can be used as material in health education in primary health services.

What Motivates Chinese Mothers' Involvement in Adolescents' Learning? Longitudinal Investigation on the Role of Mothers' Expectations of Adolescents' Family Obligations and Adolescents' Academic Performance.

(1) Background: Parental involvement in adolescents' learning generally benefits adolescents' development, thus highlighting the importance of investigating why parents involve. Specifically, Chinese parents are highly involved in adolescents' learning, which may be explained by their cultural beliefs. This longitudinal study provided a novel cultural understanding of the antecedents of Chinese mothers' involvement in adolescents' learning by examining the predicting effect of their expectations of adolescents' family obligations over time, with attention to how adolescents' academic performance moderated such effect. (2) Methods: Chinese mothers (N = 450; Mage = 39.52 years, SD = 3.96) of middle-school adolescents reported on their expectations of adolescents' family obligations at Wave 1 and their involvement in adolescents' learning twice over six months. Adolescents' academic performance (i.e., grade) was obtained from teachers. (3) Results: Chinese mothers who had greater expectations of adolescents' family obligations were involved more in adolescents' learning over time. Moreover, adolescents' academic performance moderated this longitudinal association, such that mothers' expectations only predicted their greater involvement among adolescents with high, but not low, academic performance. (4) Conclusions: These findings highlight the cultural understanding of parents' beliefs that motivate their involvement in adolescents' learning in a non-Western society, as well as the moderating role of adolescents' characteristics.

Parenting Amidst the Pandemic: The Case of Parental Involvement in Adolescents’ Reading Engagement and Modular Distance Learning

This qualitative study was aimed at understanding and analyzing the roles of parents in the reading engagement and modular distance learning of their children, the challenges met, and the approaches employed in their children’s learning activities in light of the COVID-19 pandemic. To gain a profound understanding of the phenomenon, a case study method was used. Eight parents of Junior High School students served as the respondents, majority of whom attained high school education and were from lowincome families. Semi-structured interviews were personally carried out to gather valuable information. Thematic analysis was applied in dealing with the data obtained from personal dialogues. Generated themes revealed that parents carried out roles such as rule-setter, monitor, giver of attention, encouragement and inspiration, and provider. However, parental involvement in these trying times was tough because of limited vocabulary, scarce knowledge about the lessons, and inadequate English communication and comprehension skills. Prevalence of poverty hampered the parents in intellectually assisting their children, which eventually led them to utilize dispensed parenting approaches like relying on Google Translate to interpret unfamiliar words, using the Internet to look for needed information, consulting the dictionary to unlock vocabulary issues, and seeking the help of more knowledgeable relatives. This study established that parenting amidst the pandemic is an arduous task, especially in the economically disadvantaged families. Incidences of low self-efficacy and weak parental motivation trigger children’s poor regard for learning and hamper their drive to engage in reading activities that are deemed helpful in their literacy advancement. It is therefore suggested that a family literacy program be developed and be introduced to bolster a solid home-school partnership. Through this, appreciation for reading and learning will be inculcated in the minds of the adolescent learners.

Parental Involvement in Adolescents' Learning and Academic Achievement: Cross-lagged Effect and Mediation of Academic Engagement.

Parental involvement in adolescents' learning has been linked to high academic achievement, yet few studies have examined its reverse relationship at the same time and the potential mechanisms that underly these associations. To address this research gap, this study investigated the reciprocal relationship between parental involvement and academic achievement as well as the mediating role of adolescents' academic engagement among Chinese adolescents. In addition, the current study explored whether these relationships varied by gender. Using a longitudinal design, a total of 2381 secondary school students (48.8% girls, Mage = 13.38 ± 0.59) participated in the study. The results found significant positive directional effects from academic achievement to parental involvement among total sample, but not vice versa. The cross-lagged effect from academic achievement to parental involvement only existed among adolescent girls. Bootstrap analyses in the total sample revealed that parental involvement was related to academic achievement through the indirect effects of adolescents' behavioral engagement. In terms of gender differences, behavioral engagement totally mediated the path from academic achievement to parental involvement for boys, while no significant mediation effect was found for girls. These results have provided empirical evidence of the evocative role of adolescents' academic characteristics on parenting behaviors and the double-edged effect of parental involvement on adolescents' academic performance, they also suggest that further research is needed to explore effective and appropriate ways for parents to get involved in adolescents' learning in order to promote their children's academic achievement.

The Strategies of Parental Involvement in Adolescents' Education and Extracurricular Activities.

Different parental strategies in education are bound to produce various effects: not all of these strategies are equally productive in their application. At the same time, the impact of parental involvement in general education on their children's extracurricular activities has not been thoroughly studied. This article attempts to fill this gap by analyzing the relationship between strategies of parental involvement in education and adolescents' participation in extracurricular activities. The data source for this study were parents whose children attend general education institutions (N = 3,887; Mage of children = 12.4, SD = 3.1; 55.6% female). A latent class analysis identified three categories of parental participation in education: "Intrusive", "Supervisory", and "Detached". Each category showed different patterns of involvement from primary to high school, distinguished by the type of extracurricular participation encouraged by parents. In primary school, children of "Intrusive" parents attended the highest number of extracurricular activities. In secondary school, they attended fewer activities compared to the children of "Supervisory" parents. Children of "Supervisory" parents often chose to participate in activities on their own, and continued to attend the selected activity, or change activity on their own initiative. The children of "Detached" parents were less involved in extracurricular activities in primary school. In some cases, they chose their own extracurricular activities as they grew older. The study demonstrates that parental involvement is related to adolescents' participation in extracurricular activities. Parents' strategies should be considered instrumental as they produce a variety of different outcomes, depending upon the adolescents' age and type of activities. The identified strategies may serve as a basis for recommendations for development of parental competencies, consultations, and family education.

Parental involvement in organized after-school activities and adolescent motivational beliefs

This study examined the associations between parental involvement in adolescents’ organized after-school activities and adolescents’ motivational beliefs. Data were reported by 231 Mexican-origin and European American adolescents who participated in an organized after-school activity (57% female, M age = 12.37, SD = .54) and their parents. Overall parental involvement positively predicted adolescents’ motivational beliefs (i.e., ability self-concepts and values). Latent profile analyses revealed unique patterns across the three types of parental involvement (i.e., instrumental support, verbal encouragement, and activity connections) that differentially predicted adolescents’ motivational beliefs. This approach highlighted the importance of parent-activity connections. Adolescents of parents who reported average instrumental support and verbal encouragement, but low activity connections had lower motivational beliefs compared to adolescents whose parents had average involvement across all dimensions. There were no differences by adolescent ethnicity. The current findings underscore the importance of parental involvement in promoting positive youth development.

Parental involvement in the learning of adolescents with and without ADHD

This study examined parental involvement in adolescents' learning of parents of 108 adolescents 13- to 18-years of age (54 mothers of adolescents with ADHD, 44 mothers of adolescents without ADHD; 42 fathers of adolescents with ADHD and 35 fathers of adolescents without ADHD). Compared to mothers and fathers of adolescents without ADHD, both mothers and fathers of adolescents with ADHD reported lower self-efficacy in their ability to help their teens on the Parent Involvement Project Questionnaire-Modified (PIPQ-M). On the Parental Support for Learning Scale (PSLS), mothers of adolescents with ADHD perceived themselves as being less supportive and having fewer aspirations regarding their adolescents' future, compared with mothers of adolescents without ADHD. There were no differences between parents of adolescents with and without ADHD in any other aspects of involvement beliefs, experiences, and behaviors according to parent and adolescent report. Implications for school psychology practice are discussed.

Program for the Education and Enrichment of Relational Skills: Parental Outcomes With an ADHD Sample

ABSTRACTThe goal of the current study was to examine the effect of the Program for the Education and Enrichment of Relational Skills (PEERS®), a 14-week parent-assisted friendship-building program for adolescents with ADHD, on parental functioning, quality of the parent-adolescent relationship, and family functioning. Participants included 25 parents of adolescents with ADHD. Families completed PEERS®. Measures of parenting stress, parental efficacy, parent-adolescent communication, parent-adolescent involvement, causal attributions for negative social interactions, and family chaos were completed by parents at pre- and post-treatment. Parents demonstrated statistically significant improvements in parenting stress and parent-adolescent communication and marginally statistically significant improvement in parental efficacy. Parents also demonstrated reliable change in parenting stress, parent-adolescent communication, parent-adolescent involvement, and family chaos. Overall, these findings demonstrate the benefit of PEERS® at improving parental functioning, quality of the parent-adolescent relationship, and family functioning for families of adolescents with ADHD.

Parental involvement, depression, and sexual experiences across adolescence: a cross-sectional survey among adolescents of different ages

ABSTRACTBackground: Early sexual activity and multiple sexual partners are deemed risky sexual behaviors and connected to mental disorders such as depression. Parent–adolescent relationship is connected both to risky sexual behaviors and depression.Objective: To ascertain if there is a connection between parental involvement and adolescent sexual behavior in different age groups from early to late adolescence, and the role of depression in this association.Methods: Data from School Health Promotion Study, a cross-sectional school survey in Finland from the years 2010 and 2011 with 186,632 adolescents as informants was used. We examined the association of sexual behaviors and parental involvement with self-reported depression, at first separately and then in the same model. Analyses were conducted in seven age groups, separately for girls and boys. The main outcomes were analyzed by χ2 test and logistic regression.Results: Among both girls and boys, low level of parental involvement was connected to having experienced sexual intercourse and, among those sexually active, reporting more sexual partners in early and middle adolescence. Parental involvement and depression were independently associated with the sexual behaviors studied and had only a slight modifying effect on each other in this context.Conclusion: Promoting parental involvement in adolescents’ lives is likely to be beneficial to adolescents’ sexual health.

Parent involvement and academic outcomes among urban adolescents: examining the role of school engagement

The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent Spring youth completed in-school surveys with items on parental involvement in education, school engagement (affective, behavioural, cognitive engagement) and perceived academic competence. Grades were obtained from official school records. Findings showed that parental involved was positively associated with behavioural and cognitive engagement, which in turn contributed to academic competence and achievement. Results underscore the importance of parental involvement in adolescents’ engagement and academic success and highlight the importance of examining the multiple components of school engagement simultaneously, as we found differential effects for affective, behavioural, and cognitive engagement on academic competence and achievement.

In This Issue

In This Issue

No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population

ABSTRACT. Numerous studies have investigated the utility of the Hoover-Dempsey and Sandler (HDS) model for predicting parents' involvement in students' education. Yet, the model has yet to be thoroughly evaluated with respect to youth who are (a) in high school and (b) from sociodemographically diverse families. Using a nationally representative sample of 3,248 parents drawn from the 2007 National Household Educational Survey, the authors examined the relationship of high school outreach efforts, parent satisfaction with the school, and parental beliefs to 3 types of parent involvement. The analysis largely confirmed the power of the HDS model. Furthermore, the findings suggest that school outreach efforts are particularly important in promoting historically disenfranchised parents' involvement in the schools, whereas enhancing parenting self-efficacy is crucial for supporting their engagement at home.

Substance Abuse Treatment for Adolescents: How are Family Factors Related to Substance Use Change?

Parental involvement in adolescents' substance abuse treatment is highly recommended, even though the mechanisms explaining how this favors youths' recovery are not well understood. The present study examines the association between (1) changes in adolescents' substance use and parenting practices, as measured by adolescent self-disclosure and parental warmth; (2) changes in mothers' mental health and their parenting practices, and (3) parental use of services offered by substance abuse treatment centres, parenting practices and adolescent substance use. In total, 147 adolescents and 69 mothers participated in this study. Participants were assessed upon adolescent admission into treatment, as well as at three- and six-month follow-up. Results show an association between improved maternal mental health and greater parental warmth, as perceived by adolescents. In addition, greater parental use of treatment services was found to be associated with greater adolescent self-disclosure and greater reduction of adolescent substance use. Finally, greater adolescent self-disclosure and parental warmth were both associated with lower adolescent substance use. These findings underscore the need to facilitate parents' access to and involvement in treatment of adolescents. The parent-adolescent relationship and the mental health of parents are essential aspects to consider for interventions.

Abortion in adolescents: epidemiology, confidentiality, and methods

To review the epidemiology, confidentiality, and methods of abortion provision specific to adolescents. In the United States, four out of five pregnancies in teenagers are unintended and about one-third of all adolescent pregnancies end in induced abortion. Barriers such as travel and cost decrease abortion access for all women and adolescents, whose pregnancies are diagnosed later than older women, may be particularly impacted by such challenges. An increasing majority of states require parental involvement in adolescents' decisions to end their pregnancies. Recent analyses indicate that mandating parental involvement does not promote family communication; rather, such laws may actually increase the risk of harm by delaying appropriate medical care. Medication and surgical abortion are options for adolescents; both are safe and effective. There is no evidence that abortion during adolescence causes negative psychological consequences, decreased fertility, or increased risk in future pregnancies. Continued high rates of unintended pregnancy among US adolescents necessitate access to safe and timely abortion services. Unfortunately, teens encounter unique barriers in obtaining abortion care that lead to delays and preventable risk associated with later abortion.

Direct and Indirect Pathways between Parental Constructive Behavior and Adolescent Affiliation with Achievement-Oriented Peers

We investigated the direct and indirect pathways through which parental constructive behavior may influence the adolescent’s affiliation with achievement-oriented peers. Using a longitudinal survey data set from nine California and Wisconsin high schools (from 9th through 12th grades, with an approximate age range from 14 through 18) structural equation models were estimated. Our longitudinal analyses confirmed an indirect effect from Time 1 parental constructive behavior and a direct effect from Time 2 parental constructive behavior on an increase in the perceived achievement orientation of friends at Time 2, net of the stability effect from the prior values of the perceived achievement orientation of friends at Time 1. A point to be emphasized is that parental influence on peer affiliation in late adolescence remains significant even as parental involvement in adolescents’ lives diminishes. In addition, the direct effect from Time 2 parental constructive behavior on the perceived achievement-orientation of friends appears stronger for boys than for girls.

Parental Involvement in Adolescents’ Diabetes Management

Parents of adolescents with type 1 diabetes are involved in a challenging transition: the transfer of primary responsibility for diabetes management from themselves to their children. During this transitional period, experts advocate for continuing parental involvement in adolescents’ diabetes management to achieve better metabolic control.1 However, “miscarried helping” by parents can be detrimental to parent-adolescent relationships and adolescents’ development of competence, ultimately affecting diabetes management.2 Greater knowledge of the ways in which parents are involved (performing tasks, making decisions, providing support, and communicating) would be beneficial to health care professionals providing guidance to parents of adolescents with diabetes. Thus, the purpose of this preliminary study was to examine parents’ perceptions of specific ways they are involved in the management of their adolescents’ type 1 diabetes. Research on parental involvement in diabetes management has focused on parents’ performance of diabetes tasks, which decreases during their children’s adolescence.3,4 This is congruent with literature documenting that adolescents seek autonomy and their parents decrease their authority.5 However, research has focused only on performance and has not examined decision making, which, like performance, is considered an important aspect of behavioral autonomy.6 Additional information is needed regarding parental involvement in adolescents’ diabetes management decision making. Parental involvement in performance of diabetes management has had a positive impact on diabetes outcomes for young adolescents. Parental involvement has been associated with better diabetes management among 10- to 15-year-olds3 and better metabolic control among 12- to 16-year-olds.7 Further, when families experienced an intervention to enhance parental involvement, adolescents (10–15 years of age) achieved better metabolic control.1 However, there is a paucity of research on parental involvement among older adolescents with diabetes. Providing support to adolescents is one way that parents can be involved while still promoting their adolescents’ development …