Positive Parenting Style Research Articles

Association between maternal job burnout and adolescent depression: the chain mediating effect of maternal depression and parenting style

To investigate the association between maternal job burnout and adolescent depression and the mediating effect of maternal depression and parenting style. A cross-sectional study was conducted. The cluster random sampling method was used to select 2 572 adolescents from 7 middle schools in Shanghai, China, from April to May, 2021. A survey was performed for these adolescents and their mothers. The research tools included a general information questionnaire, Maslach Burnout Inventory-General Survey, Center for Epidemiologic Studies Depression Scale, short-form of Egna Minnen av Barndoms Uppfostran, and Children's Depression Inventory. A structural equation model was established, and the Bootstrap method was used to investigate the mediating effect. The detection rate of depressive symptoms was 12.71% (327/2 572) among the adolescents. The scores of maternal job burnout, maternal depression, and negative parenting style were positively correlated with the score of adolescent depression (P<0.05), and the score of positive parenting style was negatively correlated with the score of adolescent depression (P<0.05). Maternal depression and parenting style played a mediating role between maternal job burnout and adolescent depression, including the individual mediating effect of maternal depression, the individual mediating effect of positive parenting style, and the chain mediating effect of maternal depression-negative/positive parenting style. Maternal job burnout may affect adolescent depression through the mediating effect of depression, parenting style, and depression-parenting style, suggesting that the symptoms of adolescent depression can be reduced by alleviating maternal job burnout, improving maternal depression, increasing positive parenting behaviors, and reducing negative parenting behaviors.

Parental Rejection and Adolescents' Learning Ability: A Multiple Mediating Effects of Values and Self-Esteem.

Today's society has been paying increasing attention to the important impact of family parenting practices on the development of adolescents. Adolescents with poor parenting practices may have poor academic performance in school, have low self-evaluation, and are more likely to be captured by video games and short videos. The present research explored the mediating role of fashion values and self-esteem in the relationship between a negative parenting style and adolescent learning ability. We aimed to deepen our understanding of the relationship between family parenting and adolescent value identity, as well as between individual self-esteem and school adaptation. We based our research on a total of 997 students in Shanghai from grades 6, 8 and 10. Furthermore, we made use of parenting behaviour, Chinese adolescent values, and of the revised Chinese version of the class drama questionnaires and of the Children's self-awareness scale. The chain mediation model was used to analyse the mediating effect of fashion values and self-esteem on parental rejection and peer evaluation learning ability. The results showed that fashion values played a partial mediating role between parental rejection and adolescent learning ability, and that parental rejection positively predicted fashion values, and fashion values negatively predicted learning ability. Self-esteem played a partial mediating role between parental rejection and adolescent learning ability, while parental rejection negatively predicted self-esteem and self-esteem positively predicted learning ability. Fashion values and self-esteem played a chain mediating role between parental rejection and adolescent learning ability, as parental rejection negatively predicted fashion values, fashion values positively predicted self-esteem, and self-esteem positively predicted learning ability. In conclusion, a negative parenting style influenced the development of adolescent value recognition and self-esteem, and affected the development of adolescent learning ability. That said, we should encourage families to adopt a positive parenting style and adolescent quality education to positively impact adolescent development.

The relationship between a positive parenting style and chinese adolescents’ academic grit: A parallel mediating model

The relationship between a positive parenting style and chinese adolescents’ academic grit: A parallel mediating model

The relationship between parenting style and depressive symptoms during adolescence

This review explores the effects of parenting styles and attachment on adolescent mental health. Parents are key to shaping the lives of adolescents, and different parenting styles can affect different outcomes. Psychologist Baumrind’s typology of parenting, which includes authoritative, authoritarian, permissive, and uninvolved parenting styles, is the focus of the research. Adolescence is a pivotal phase, marked by major transitions such as the onset of puberty, and is both vulnerable and potentially amenable to interventions. Negative parenting styles, excessive parental expectations, and maladaptive attributional styles are associated with depressive symptoms. Positive parenting styles, including attentive parenting and self-compassion, are protective of adolescent development. The role of parental expectations and self-esteem in adolescent mental health is emphasised. It recognised the influence of culture on these dynamics and the need for targeted interventions. Furthermore, the way parents and adolescents perceive parenting styles, as well as the disparities between these perceptions, may have an impact on the mental health outcomes of adolescents. The influence of attachment styles, notably towards parents, significantly impacts depressive symptoms during adolescence and emerging adulthood. This review can contribute to future intervention efforts and prevention strategies in adolescent mental health with this review paper.

Effects of parenting styles on young children’s social skills

The family is the basic environment in which young children live and is the main vehicle for their socialization. Parenting styles, as the consistent style of parenting demonstrated by parents in the family, impact the child’s mental health and social skills development to some extent. Social skills are important skills that young children acquire and use appropriately through positive interactions with adults and peers and are widely used in their social interactions and adaptation to social life. This paper categorizes parenting styles, generalizes the social skills of young children, and examines the effects of parenting styles on young children’s social skills from both positive and negative perspectives. As a representative of positive parenting styles, the democratic parenting style was positively associated with and positively predicted the development of social skills; coddling, permissive, authoritarian, and inconsistent parenting styles were negatively associated with and negatively predicted the development of social skills. This paper proposes recommendations to promote the development of social skills in young children, such as popular science lectures in schools and parent meetings, parents improving their parenting knowledge, and fathers increasing their involvement in parenting, hoping to help parents learn more about scientific parenting and apply it in practice, and to provide research directions for future studies.

Представления о стиле родительского воспитания и сценарные драйверы как детерминанты склонности подростков к самоповреждающему поведению

The article discusses the results of the study of the relationship of propensity to self-destructive behavior with the style of parental education and scenario drivers of teenagers. The selection of these variables is based on the assumption that the parenting style and scenario drivers of teenagers influence the propensity to self-harm. The total sample size was 50 (26 boys, 24 girls, 13-15 years old). The main methods were theoretical analysis of literature of domestic and foreign authors on the problem of research, and psychological testing (Scale of self-damaging behavior (N. A. Polskaya); Methodology “Teenagers about parents” (in adaptation by Z. Mateychik); Defining a leading scenario driver (M. Cox)). As a result, significant correlations were found in the study sample. Inverse correlations were found between the positive parenting style of the mother and the instrumental way of self-harm, between the hostile parenting style of the father and the strategy of “Avoidance of tension”, between the directive parenting style and the strategy of “Avoidance of tension”. Direct correlations were found between mother's hostile parenting style and instrumental self-injurious behavior, between autonomous parenting style and the “Regain Control of Emotions” strategy, between autonomous parenting style and the “Impact on Others” strategy, between the “Be Strong!” driver and the instrumental self-injurious behavior, between the “Try!” driver and the instrumental self-injurious behavior strategy, between the “Be Strong!” driver and the “Impact on Others” strategy, between the “Enjoy Others!” driver and the “Change Yourself” strategy, between the “Hustle!” driver and the “Change Yourself” strategy were also found. The significant inverse influence of mother's “Positive Interest” parenting style on instrumental self-harming behavior was found. The authors also found direct influence of the “Be Strong!” driver on the instrumental mode of self-harm; the “Be Strong!” driver on the “Affect Others” strategy; the pattern of influence of the mother's “Positive Interest” parenting style and the scripted “Be Strong!” driver on the instrumental mode of self-harm.

Family influences on adolescent loneliness

Loneliness is one of the negative emotions that is often brought up in everyday life. Loneliness has a variety of negative effects and can lead to suicidal thoughts at best. Loneliness can be felt at different levels at different ages, and adolescents are the most likely to experience it. Therefore, interventions for adolescent loneliness are necessary. Among the many factors that influence adolescent loneliness, the family, as the environment that adolescents are most familiar with and most often exposed to, has a different impact on adolescent loneliness in different dimensions. There are many studies that directly explore family and adolescent loneliness, but the categories are rather heterogeneous. Therefore, this paper collates and summarises three main aspects, namely family function, parenting style, and parent-child relationship, and analyses the effects of these three aspects on adolescent loneliness, finding that they all negatively predict adolescent loneliness. Meanwhile, factors such as personality, peer attachment, and self-esteem play different roles. Therefore, the study suggests that parents should spend more time with their children and adopt positive parenting styles to reduce adolescent loneliness.

Positive parenting style and positive health beyond the authoritative: Self, universalism values, and protection against emotional vulnerability from Spanish adolescents and adult children.

Recent research is fully questioning whether the combination of parenting warmth and strictness (the authoritative style) is always identified as positive parenting across the globe. This study analyzes parenting styles and the positive health of adolescents and adult children. The sample was 2,090 Spanish children (59.9% women), from four age groups: 600 adolescents, 591 young adults, 507 middle-aged adults, and 392 older adults. Parenting styles (indulgent, authoritative, authoritarian, and neglectful) were obtained by warmth and strictness measures. Children's positive health was measured by self (family self-concept, self-esteem, and negative self-efficacy), universalism values, and emotional vulnerability. The main results showed that the indulgent parenting style was associated with equal and even better scores than the authoritative style, whereas the authoritarian and neglectful styles were consistently associated with low scores in positive health indicators for all age groups. However, two triple interactions of sex by age group by parenting style showed that women children from neglectful families reported the lowest family self-concept in old age and the highest emotional vulnerability in middle age. The study findings question the universal benefits of the so-called positive parenting (the authoritative style) for positive health.

Smartphone addiction is more harmful to adolescents than Internet gaming disorder: Divergence in the impact of parenting styles.

The adverse effects of smartphone addiction (SPA) and Internet gaming disorder (IGD) on adolescents' mental health have been widely recognized. However, the influence of parenting styles on these high-risk Internet use behaviors of adolescents still remain elusive. Aiming to identify preventable patterns for adolescents with SPA or IGD, this study compared the mental health status between adolescents with SPA and IGD and used path analysis to confirm actual effects of parenting styles on SPA and IGD. Participants were enrolled at a junior high school in Hunan Province and a senior high school in Shanxi Province, China [n = 3,049, female (male): 50.5% (49.5%), mean age = 15.68 ± 1.54]. All participants reported their socio-demographic characteristics and undertook standardized assessments of SPA, IGD, parenting styles, depression, anxiety, insomnia, self-control, and support utilization. High levels of parental care and low levels of parental overprotection benefited adolescents' mental health with SPA and IGD. However, despite having a more positive parenting style, adolescents with only SPA showed more severe mental health problems than adolescents with only IGD. Furthermore, the results showed that the parenting style of encouraging autonomy might be a protective factor against IGD, but it might reinforce SPA indirectly by reducing abilities of support utilization and self-control in whole sample. Compared to IGD, SPA which included different kinds of Internet addiction behaviors, was more hazardous for adolescents' mental health. The divergent effects of an autonomy-encouraging parenting style on SPA and IGD may reflect the different impacts of self-control in different types of Internet addiction.

The influence of parenting style and coping behavior on nonsuicidal self-injury behavior in different genders based on path analysis.

Nonsuicidal self-injury (NSSI) behaviors-an important factor that profoundly affects the physical and mental health of young people-are induced by complex and diverse factors, while showing significant differences at the gender level. We examined mediating behaviors among parenting styles, students' coping styles, and endogenous and exogenous influencing variables of adolescents' NSSI behaviors. In this cross-sectional study, Secondary school students in Ningbo, Zhejiang Province, China (n = 2,689; F/M:1532/1157) were surveyed for basic attributes, parenting styles, coping styles, and NSSI behaviors. After the initial screening of the sample data, several external derivatives were screened based on the single factor analysis method. On this basis, the construction of path analysis models under multivariate multiple elicitations was carried out. The overall prevalence of NSSI was 15.16%, and the incidence of NSSI in boys was lower than that in girls (OR = 0.334, 95% CI [0.235-0.474]). The path analysis model data fit well; the indicators of female and male part are: CFI = 0.913/0.923, GFI = 0.964/0.977, SRMR = 0.055/0.047, RMSEA = 0.097/0.069 with 90% confidence interval (CI) [0.084-0.111]/[0.054-0.084]. For female, when negative coping style and extreme education affect NSSI respectively, the standardized path coefficient values are 0.478 (z = 20.636, P = 0.000 < 0.01) and 0.151 (z = 6.524, P = 0.000 < 0.01) respectively, while for male, the corresponding values become 0.225 (z = 7.057, P < 0.001) and 0.104 (z = 3.262, P < 0.001). In particular, we investigated the mediating effects of gender-specific NSSI influences and found that NSSI behaviors were strongly associated with environmental variables and individual factors, especially family parenting style and adolescent coping style, which influenced NSSI in a gender-specific manner. The results showed that males were the target of both positive and negative parenting styles, whereas females were more likely to choose negative coping styles directed towards emotions in response to external stimuli, and instead showed a more significant predisposition towards NSSI behaviors. This phenomenon seems to be influenced by multilevel factors such as sociocultural, individual value identity, and physiological structure differences. In the path analysis model with the introduction of mediating effects, the influence of gender differences on NSSI behavior becomes more pronounced under the interaction of multiple factors: women seem to be more significantly influenced by the external derivatives in the internal derivatives than male subjects, and are more likely to trigger NSSI behavior under the interaction of multiple factors. These findings effectively reveal the significant role of different end-influencing factors in NSSI behaviors at the level of gender differences, which can provide effective theoretical support to prevent and treat NSSI behaviors in adolescents.

Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success

This study aims to explore the role of a child’s executive function deficits in the association of positive and negative parenting styles and practices with school success at early school age. A sample consisted of 174 parents who completed the Parenting Style Questionnaire, the Parental Acceptance-Rejection Questionnaire, and the Childhood Executive Functioning Inventory. Structural equation modelling analyses revealed complete mediation of authoritarian parenting style, parental hostility/aggression and indifference/neglect on child’s low literacy and mathematics achievement by child’s executive function deficits. In contrast, the mediating role of child’s executive function deficits in the relationship between authoritative parenting style and parental warmth/affection and school success was not confirmed. The results of the study indicate that executive function deficits act as a risk factor in literacy and mathematics achievement of early school-age children whose parents express high levels of negative parenting style and practices. The study suggests that appropriate interventions would have to be focused on parent training and programmes for improving child’s executive functions.

Influence of Parenting Styles, Teacher-Child Relationships, and Peer Relationships on Children’s Grit: Latent Profile Analysis of Parenting Styles

Objectives: This study investigates how parenting styles, teacher-child relationships, and peer relationships predict fourth-grade children’s grit. First, we explored the latent profiles of parenting styles that fourth-grade children perceived. Second, we investigated how latent profiles of parenting styles, teacher-child relationships, and peer relationships affect children’s grit.Methods: We used the dataset from the first wave of KCYPS conducted in 2018, whose participants were 2,607 fourth-grade children. A latent profile analysis (LPA) was used to explore the types and patterns of parenting styles. In addition, a multiple regression analysis was conducted to verify the effects of latent profiles of parenting styles, the quality of the teacher-child relationships and peer relationships on children’s grit.Results: For the first research question, the LPA showed that the children perceived the parenting styles of their caregivers as the following three types of latent profiles: positive, negative, and lower-positive. We found that the parenting styles of the lower-positive and negative profiles may have a statistically significant effect on children’s grit level. Regarding the effects of other variables, we found that trusting teacher-child relationships and positive peer relationships can significantly predict higher grit.Conclusion: Positive parenting style, highly trusting relationships between teachers and children, and healthy peer relationships are positive predictors of higher grit scores in fourth-grade children. Positive environmental factors, including home and school contexts, significantly encourage children’s grit. Educational programs should be conducted for increasing grit based on building positive parenting styles and positive relationships with teachers and peers.

'What are you?': Exploring the Developmental Impacts of Identity Formation within Multiracial Adolescents

Throughout the History of the United States, multiracial identity has been a neglected notion; An unrecognized option for individuals. In hand with the growing minority population, interracial or mixed-race persons are the fastest-growing demographic within the United States. Existing research on multiracial identity formation is not only outdated but predominantly focuses on Black and White racial mixing, evidently lacking the incorporations of other multi-ethnic cultures and pairings; The majority of which include overlooked minority groups. Moreover, current research principally fixates on children, neglecting adolescent populations. With adolescents frequenting the peak conflicting identity formation stages, current research elucidates that adolescents beg the most attention within this research community. The following study investigates the identity development of multiracial adolescents and their numerous environmental factors – focusing primarily on the impressions of multiracial parenting and educational institutions. This study utilizes phenomenological research strategies to form a multifaceted questionnaire with questions regarding perceptions of self, parenting/family atmospheres, and school environments. The questionnaire would be developed with a combination of previously used attitude identifier scales, predominantly focusing on popularized Poston’s BIDM (Biracial Identity Development Model). In the assessment of 31 questionnaire responses, research would suggest that the survey participants exhibit high identity development indicators, which would reflect the results of positive parenting styles and an inclusive educational atmosphere. With the results at hand, this study provides a converse result of parental and educational factors and serves as a strong affirmatory measure to encourage the multiracial research community to enhance the literature within the community.

The Relationship between Parenting Style and Self-Esteem in Adolescents

This article reviewed the effect of four parenting styles (i.e., authoritative, authoritarian, permissive, and rejecting/neglectful parenting) on self-esteem and psychological outcomes in adolescents, such as well-being, life satisfaction, and school performance. It was found that parenting styles directly impact psychological outcomes. More specifically, a positive parenting style increases the life satisfaction and well-being of young adults. The results of this review also indicate the negative side of inappropriate parenting style, which increases adolescents' aggression. Aggression is a serious problem for adolescents, which normally leads them to be involved in criminal activities. Aggression might also cause mental health problems. Parents who are irresponsible are likely to increase the tendency of aggression in adolescents. Non-aggressive adolescents showed higher self-esteem than aggressive adolescents. Furthermore, the article also reviewed the relationship among self-esteem, parenting styles, and learning. Self-esteem serves as a mediator between parenting style and learning. The level of self-esteem increased by a positive parenting style can indirectly impact school performance, such as academic procrastination and self-regulated learning. A high level of self-esteem can decrease academic problems, and it also can facilitate the development of self-confidence, which is positively correlated with academic performance. However, previous studies did not investigate differences of this relationship in boys and girls. Future research should focus more on gender differences. This review can provide some guidance for the family education programs at school and relevant intervention studies.

The relationship of parenting style and eating behavior in preschool children

BackgroundEating behavior represents individual appetitive traits which are related to the individual’s regulation of food intake. Eating behavior develops at an early age. There is some evidence that parenting styles might impact on the child’s eating behavior. The aim of this study was to investigate the relationship of different dimensions of positive and negative parenting styles with the child’s eating behavior at a critical age period of the child’s early development.MethodsParents of 511 preschool children (aged 2–6 years) completed the Children Eating Behavior Questionnaire and the Alabama Parenting Questionnaire.ResultsAnalyses revealed that different dimensions of negative parenting styles were associated with eating behavior of the child. In details, inconsistent parenting showed a consistent association with eating behavior of a child (i.e. higher emotional eating, higher food responsiveness, higher food fussiness, higher satiety responsiveness and more enjoyment of food), whereas corporal punishment was associated with more emotional overeating and more food responsiveness but less satiety responsiveness. Further, powerful implementation was related to higher food responsiveness and less enjoyment of food and low monitoring was associated with higher emotional overeating and more slowness in eating. There was no such consistent association of positive parenting and eating behavior.ConclusionsMore negative parenting styles were associated with eating behavior which is more often related to potential weight problems in a long term, whereas positive parenting did not show such a consistent relationship with eating behavior. Negative parenting should be in the focus of prevention and treatment of eating behavior problems in young children.Trial registration: ISRCTN41045021 (06/05/2014).

Associations Between Adolescent Problematic Internet Use and Relationship Problems in Chinese Families: Findings from a Large-scale Survey.

Problematic internet use (PIU) is prevalent among Chinese adolescents. There is a need to better understand how the quality of parent-adolescent relationship is associated with adolescent PIU to guide the development of effective prevention and early intervention programs. This study aims to evaluate parent-adolescent conflict and parenting styles as potential risk factors associated with adolescent PIU. A sample of 6552 students (aged 10-19 years) from 22 schools in Guangdong, China, was recruited. The participants completed self-report questionnaires measuring their perceptions of conflict with their parents (involving verbal conflict, emotional abuse, and physical abuse) as well as their perceptions of their parents' parenting styles (including parental care and parental control as measured by the Parental Bonding Inventory), and PIU using the Adolescent Pathological Internet Use Scale. Grade level and gender were examined as moderators of these associations. Using multiple regression analyses, we found that greater mother-adolescent conflict, father-adolescent conflict, and parental control, and lower levels of parental care, were associated with higher levels of adolescent PIU (P<.001). The association between mother-adolescent conflict and PIU was stronger in older students than in younger students (P=.04), whereas the association between father-adolescent conflict and PIU was stronger in male students than in female students (P=.02). Compared with those who reported no mother-adolescent conflict, participants who experienced verbal conflict and emotional abuse, but not physical abuse from their mothers, reported higher levels of PIU (P<.001). Compared with those who reported no father-adolescent conflict, participants who experienced verbal conflict, emotional abuse, and physical abuse from their fathers had significantly higher levels of PIU (P<.001, P<.001, and P=.02, respectively). These findings point to the value of interventions to reduce parental verbal conflict, emotional abuse, and physical abuse, and to increase positive parenting styles, to lower the risk of PIU in Chinese adolescents.

Fathers’ parenting stress, parenting styles and children’s problem behavior: the mediating role of parental burnout

Parental duties can be overwhelming, particularly when parents lack sufficient resources to cope with parenting demands, leading to parental burnout. Research has shown that parental burnout is positively related to neglect and abuse behaviors towards their children; however, few studies have examined parental burnout within the family system, including examining parenting styles as an antecedent, and most research has ignored the potential influence of fathers’ parental burnout. This study aimed to explore the influence of fathers’ parenting stress and parenting styles on internalizing and externalizing problem behaviors in a sample of junior high school students and the mediating effect of parental burnout. Questionnaire data from 236 students (56.4% girls) and their fathers (age: M = 39.24, SD = 5.13) were collected on 3 different time points. Fathers were asked to report their parenting stress and parenting styles at Time 1, and parental burnout at Time 2, and students were asked to report their internalizing and externalizing behaviors at Time 3. The results indicated that: (1) fathers’ parenting stress and negative parenting styles were positively related to parental burnout, and fathers’ positive parenting styles were negatively related to parental burnout; (2) fathers’ parental burnout was positively related to children’s internalizing and externalizing problem behavior; and (3) fathers’ parental burnout could mediate the relationship between parenting stress, negative parenting styles, and internalizing and externalizing problem behavior. These results suggested that fathers’ roles in the parenting process were not negligible, and more attention should be given to prevention and intervention methods for fathers’ parental burnout.

The Relationship Between Perceived Parenting Style and Social Anxiety: A Meta-analysis of Mainland Chinese Students.

Previous research on the relationship between parenting style and social anxiety in Chinese youth has been inconsistent, which has made it difficult to consider whether improving parenting may serve as a preventative intervention for social anxiety. The current study aimed to clarify these inconsistencies by examining the strength of the association between positive/negative parenting style and social anxiety among Chinese students and the role of certain moderators in those associations. A meta-analysis was conducted on 53 studies with a total sample of 26,024 Chinese mainland students. Separate analyses were conducted for positive parenting style and social anxiety (N = 24,081), and negative parenting style and social anxiety (N = 24,933). Findings suggest a small negative association exists between positive parenting style and social anxiety, and a small positive association exists between negative parenting style and child social anxiety. Analyses suggested type of social anxiety measures, developmental stage, and gender all moderated the relationships between parenting style and social anxiety. Results clarify the direction of the relationship between parenting and social anxiety amongst Chinese youth and point to particular implications and future directions for policy, practice, and research.

How parenting styles affect children’s creativity: Through the lens of self

Parenting style is an important contributor to the development of children’s creativity. We aimed to examine the association between parenting style and children's creativity and the internal mechanism from the lens of self. Specifically, we explored the association between a positive/negative parenting style and children's subjective/objective creativity, and the mediating role of self-esteem in these associations. Moreover, the moderating role of subjective socioeconomic status was examined. Questionnaire-based data were collected from 329 student–parent pairs. The students completed a demographic questionnaire that assessed gender, age, and socioeconomic status; the Rosenberg Self-Esteem Scale-Revised; the subjective creativity scales; and the objective creativity scales. At the same time, students’ parents completed the parenting style scale. We found that a positive parenting style was positively associated with both subjective and objective creativity, and that a negative parenting style was negatively associated with objective creativity. In addition, the mediation models indicated that the parenting styles were associated directly and indirectly, via the level of self-esteem, with children's creativity. Specifically, subjective socioeconomic status had a moderating effect between self-esteem and subjective creativity under a positive parenting style. The results indicate that a positive parenting style is better for the development of children's creativity. In addition, this study suggests that the protection and promotion of children's self-esteem is important for cultivating children's creativity, especially in high subjective socioeconomic status families.

Authoritative parenting stimulates academic achievement, also partly via self-efficacy and intention towards getting good grades.

BackgroundThe aim of this prospective study is to examine how parenting style relates to academic achievement of Lebanese adolescents and test the mediating effect of self-efficacy and intention towards getting good grades. Potential moderation by demographic factors (age, gender, school type, religion and parents’ education) was also examined.MethodsStudents (n = 345) from private and public schools in Mount Lebanon and Beirut area, aged between 15 and 18, participated in a two-wave longitudinal study and completed a self-administered questionnaire based on the I-Change Model assessing socio-demographics (age, gender, school type, parents’ education, family structure, religion), socio-cognitive factors (attitude, social norms, self-efficacy, intention), parenting styles and academic achievement. Adolescent were surveyed at two time points, six months apart. A multiple linear regression was carried out to identify baseline factors independently associated with academic achievement 6 months later. Moderation was examined using Hayes’s SPSS macro PROCESS. A serial mediation model was employed to test for the sequential mediating effect of self-efficacy and intention between parenting style and academic achievement.ResultsAuthoritative parenting was prospectively associated with better academic achievement and higher self-efficacy and intention at 6 months follow up. In addition, self-efficacy and intention towards getting good grades were found to mediate the relationship of parenting style to academic achievement. Adolescents who perceive their parents as authoritative are more likely to develop high efficacy beliefs and higher intention and subsequently are more likely to achieve better in school compared to peers of neglectful parents. Socio-demographics did not moderate the effect of parenting on academic achievement.ConclusionAuthoritative parenting influenced both directly and indirectly the academic achievement of their children. Interventions aiming at improving academic performance of adolescents should also encompass positive parenting style strategies.