Uninvolved Parents Research Articles

The influence of parental involvement on academic and sporting achievement: a study of Indonesian students in West Sumatra

This study investigates the impact of parental involvement on students' academic and sporting achievements in Padang, West Sumatra Province, Indonesia. Using a sample of 112 junior high school students, we examined how different forms of parental involvement correlate with students' participation in competitive sports and academic performance. The research employed a quantitative approach, utilizing surveys and statistical analysis including ANOVA. Results indicate that students with parents involved in both academic and sporting activities show significantly higher rates of participation in competitive sports (64.4%) compared to those with uninvolved parents (48.4%). Moreover, students whose parents were involved in their studies reported higher academic achievements and were more likely to receive academic awards. The study also explored the concept of strength-based parenting (SBP) and its potential benefits. Our findings underscore the importance of comprehensive parental involvement in fostering children's success in both academic and athletic domains, providing valuable insights for educators and policymakers in Indonesia and beyond. Keywords: Parental involvement, Academic achievement, Sports participation, Family, Strength-based parenting

Measuring South African novice teacher resilience in coping with teaching challenges: a Rasch model framework

PurposeThe aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.Design/methodology/approachThis study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.FindingsThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.Research limitations/implicationsThe study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.Practical implicationsDue to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.Social implicationsBy identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.Originality/valueThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.

21st-century South African teachers in turbulent educational waters

Teachers in the South African education system face numerous challenges that negatively affect their well-being and contribute to the high attrition rate in the teaching profession. Given that few studies in the South African context focus on teacher well-being, this article fills that gap by exploring how teachers experience profession-related challenges and how these affect their well-being. By merging the force field model (Samuel & van Wyk, 2008) and the PERMA model (Seligman, 2011) as theoretical frameworks, four forces, namely contextual, institutional, programmatic, and biographical, were used as a lens to explore the push and pull factors that impact the well-being of teachers. Data were collected using eight electronic open-ended questions and eight semi-structured individual interviews (case studies). The findings revealed that factors teachers identified as pushing them away from the profession were unsatisfactory remuneration, lack of resources, uninvolved parents, learner diversity, and an overwhelming workload. Pull factors that attracted them to the profession were the stability and convenience of following a teaching career, feeling valued, and being passionate about facilitating learning.

The most common parenting styles in Kosovo: perceptions of secondary school students

This study was conducted to analyze Kosovo's most common parenting styles based on secondary school students' perceptions. There are four styles of parenting: 1) Authoritative parents, 2) authoritarian parents, 3) Permissive, tolerant parents, 4) uninvolved (negligent) parents. The study was concluded with secondary school students in two gymnasiums in Klina and Gjakova. Out of 1334 participants who took part in the study, 848 were female, and 486 were male. A quantitative method was used for the analysis. The instrument used for the research is the Parenting Style Scale (Gafor & Kurukkan, 2014). Each statement was conducted with a paired sample t-test and independent sample t-test to see the differences between fathers and mothers. Out of 38 statements, secondary school students showed statistically significant values that mothers are authoritative in 14 statements and permissive in 12 of them. At the same time, fathers are not authoritative but are tolerant in only one statement. According to female perceptions, mothers are more authoritative and permissive than fathers, while based on male perceptions according to the authoritative style, mothers and fathers are equally authoritative. According to the permissive style, fathers are more tolerant than mothers. In Kosovo, mothers are much more involved in parenting compared to fathers.

Parenting Styles of Adolescents’ Parents in Kandy District, Sri Lanka: An Exploratory Analysis

This research examines parenting styles of adolescents’ parents in Kandy District, Sri Lanka to understand the various individual and cultural factors that shape parenting practices in this context. Based on surveys with 120 participants as well as in-depth interviews with 16 of the initial participants, the study highlights four main themes and subthemes that reveal how parents’ childhood experiences, cultural preferences, and role models shape their parenting practices. The results indicate that authoritative and permissive parents tend to have positive childhood experiences, positive relationships with their own parents in their childhood, and positive role models that have influenced their parenting practices. Authoritarian and uninvolved parents, on the other hand, report mostly negative childhood experiences with their own parents and fewer positive role models. Cultural preferences also vary within the four main parenting styles. For example, authoritative parents report more preference to apply what they perceive as both Eastern and Western cultural elements regarding parenting compared with other parenting styles. Authoritarian parents report using corporal punishment more than other study participants who represent the other parenting styles. The study concludes that more parenting styles-focused research regarding these factors is needed globally and in the Sri Lankan context.

Beyond Mum and Dad: Gendered Assumptions about Parenting and the Experiences of Trans and/or Non-Binary Parents in the UK

Within UK society, there are gendered assumptions about mums and dads and what they do. Existing research has explored the experiences of parents who diverge from such assumptions, but limited research has focused on trans and/or non-binary (TNB) parents specifically. Research on non-parent TNB populations suggests that individuals with different gender identities may have different experiences. This study therefore aimed to understand the way in which gendered assumptions about parenting shape the experiences of TNB parents, paying particular attention to the distinct experiences of parents with different gender identities (i.e. trans men, trans women and non-binary parents). Reflective thematic analysis was conducted on interview data from 13 TNB parents within the UK. Three themes were identified: ‘Motherhood: essential and exclusionary’; ‘Fathers as uninvolved parents: negotiating fatherhood’ and ‘Mum, Dad and nothing in between: parenting beyond the binary’. Parents with different gender identities were impacted differently by gendered assumptions, and generally, parents negotiated with and transcended restrictive norms. Findings highlight the analytical benefit of distinguishing between parenting identity (e.g. mum/dad/parent) and parenting practice (e.g. mothering/fathering/parenting). The findings expose the limitations of such terms as participants were found to go ‘beyond mum and dad’, in both their identities and practice.

Assessing Parental Preferences Regarding a Plant-Based Game for Educating Children about More Sustainable and Healthier Diets

Environmental damage or health concerns related to diet are some alarming consequences of our behaviour in the near future. Consumers can make a difference depending on their eating behaviour and conscientiousness about minimizing environmental damage. One way to make children more aware of the environment and induce them to eat healthier food in the future might be educational games where they could learn the importance of the environment and the effect of the food they eat on their health status. In this study, we investigated parental behaviour when feeding their children and their willingness to pay for a game product with educational and eating functions. The sample consisted of 300 parents of children aged from 4 to 12. A hypothetical choice experiment has been used and a latent class model estimated the parents’ preferences for a plant-based product game carrying two attributes, namely, the price and narrative context of the game The results indicated that parents were willing to pay more for a product with a storybook related to healthy eating habits or recycling than one with no storybook. Moreover, two dominant feeding styles in households were found: indulgent parents and uninvolved parents. This alternative approach is oriented toward educating people from the early stages of their lives, creating a favourable environment for the development of preferences for healthier food.

Longitudinal Effects of Co-Parenting for Successful Kids: Using Mixed-Effects Models

Co-parenting education aims to help divorced or separated parents continue to raise their children together by reducing their conflicts and stressors. Examining the longitudinal effects of the Co-Parenting for Successful Kids (CPSK) program on parental outcomes, this study aims to extend the current knowledge and evidence of co-parenting education and provide implications for evidence-based practice. We repeatedly measured the parental outcomes in a sample of 236 participants. At the baseline and one-, three-, and six-month follow-ups, we assessed parenting stress, parenting self-efficacy, parental anger, and co-parenting quality. The study used mixed-effects regression modeling to estimate the longitudinal effects—immediate (one-month), short-term (three-month), and intermediate (six-month) effects—of the program, after controlling for the effects of participants’ individual and family characteristics. Results indicated that the parental outcomes overall improved after completion of the program; however, the program impact attenuated over time. The CPSK program was found to have (a) immediate, short-term, and intermediate effects on parenting stress; (b) short-term effects on parenting self-efficacy; and (c) immediate, short-term, and intermediate effects on parental anger. In this sample dataset, there were no significant longitudinal effects on the quality of the co-parenting relationship. The findings suggest that the CPSK curriculum is effective in reducing parenting stress, increasing parental self-efficacy, and decreasing parental anger over time. Future programs are needed to promote co-parenting relationships and child developmental outcomes, along with more intensive interventions for high-conflict or uninvolved parents.

Parental Factors as Determinants of Conduct Disorder among In-School Adolescents in Ibadan Metropolis, Nigeria

This study was carried out to observe the link between parental factors and Conduct Disorder (CD) among Nigerian school adolescents. A cross-sectional survey research design was adopted for the study where multi-stage sampling techniques led to selecting 1006 participants (mean age = 15.4 years) from six secondary schools in Ibadan, Oyo State, Southwestern Nigeria. Participants responded to Socioeconomic Status (SES) scale, the Parenting Styles Scale (PSS) and Frequency of Delinquent Behaviour Scaling Instrument (FDBSI). A high prevalence of CD was observed. We also observed that parenting styles significantly influenced conduct disorders. Responsive parenting is not a significant predictor of CD, while control parenting significantly predicted CD. Parental occupation significantly influenced CD, with formal occupation types having higher mean scores for both fathers and mothers. Finally, there was a significant influence of socioeconomic status on conduct disorder among the participants. Findings concluded that there is a high prevalence of conduct disorder. Authoritarian and uninvolved parents with formal occupation and families with higher socioeconomic status were conduct disorder determinants among adolescents.

Who Initiates the Help Older Parents Give to Midlife Children.

Older parents continue to help children after these children have been adults for decades. We utilize a typology approach to assess who initiates the help. We ask whether profiles of help initiation are associated with how often older parents help and how they evaluate their helping behaviors. Older parents (N = 241; Mage = 80.12) indicated the extent to which they volunteered to help children and helped per child's request. Parents reported their resources and obligation to help, child problems, frequency, and evaluation (rewards/stresses) of helping. Latent profile analysis reveals four profiles representing parents who are initiators (n = 65), responders (n = 56), initiators/responders (n = 50), and uninvolved (n = 69). Resources, needs, and individual beliefs differentiate profiles. Parents offer the same amount of help regardless of who initiates such help. Parents who are initiators/responders view helping as more rewarding than parents who are initiators and more stressful than uninvolved parents. This study reveals variation in the initiation of older parents' help and refines our understanding of family help in late life. Findings may suggest a parental expectation for children to be competent in adulthood regardless of their resources and willingness to help.

Parental behavioural control and knowledge in early adolescence. A person-oriented approach

The main aim of this study is to identify subgroups of adolescents according to levels of their parental knowledge and behavioural control and how belonging to a particular subgroup is associated with some aspects of the parent-adolescent relationship, as well as self-esteem and self-efficacy one year later. Data were collected using questionnaires within two waves. Stratified random sampling was used to include schools from all regions and city sizes. The study sample comprised of 845 early adolescents (43% males; baseline mean age 11.52). Cluster analyses idenified three subgroups based on adolescents’ information on parental behavioural control and knowledge: controling parents (high levels of both parental control and knowledge; 31.5% of the sample), not controlling parents (below average level of control but above average level of knowledge, 54.3%), and uninvolved parents (low levels of both control and knowledge, 12.8%). Those with controlling parents reported the most positive parent-adolescent relationship. Secondly, cluster membership was associated with positive self-esteem and self-efficacy in the follow-up when controlling for levels at the baseline in the sense that adolescents with uninvolved parents reported lower levels of self-esteem and self-efficacy than adolescents from the other clusters. The results show that parental control can play an important positive role in the development of the self of early adolescents when accompanied by perceived parental knowledge.

Parental feeding style changes the relationships between children's food preferences and food parenting practices: The case for comprehensive food parenting interventions by pediatric healthcare professionals.

To determine if parental feeding styles (emotional environment of the meal) moderate the relationship between food parenting practices (goal-directed behaviors) and children's preferences for fruits, vegetables, or high fat/sugar foods. This cross-sectional descriptive study recruited parents (n = 108) of preschool age children. The parents completed several questionnaires. Linear regressions were used to assess the relationship between food parenting practices and children's food preferences as moderated by feeding style, with the authoritative feeding style serving as the reference. Parental feeding styles were found to be moderators between several food parenting practices and child food preferences. When compared with parents with the authoritative feeding style (high demands, responds to child's needs), children like vegetables significantly less if indulgent (low demands, responds to child's needs) parents allow children to control their own eating, or authoritarian (high demands, does not respond to child's needs), or uninvolved (low demands, does not respond to child's needs) parents provide a healthy food environment. The authoritative style was not always preferential. For example, children of uninvolved parents who used food as a reward liked vegetables significantly more than children of parents who had the authoritative feeding style who also used food as a reward. In addition, children of authoritarian parents who modeled healthy eating liked foods high in fat and/or sugar significantly less than children of authoritative parents. When discussing child diet quality with parents, pediatric nurses should educate parents on both food parenting practices and feeding style, or the meal's emotional climate, as children experience both of these during mealtime interactions. In addition, for educational efforts, it may be advantageous to tailor interventions based upon the parent's feeding style.

Effects of Share the Keys (STK), a comprehensive, behavioral-based training program for parents and new teen drivers in New Jersey

The New Jersey Graduated Driver License (GDL) restrictions were updated in 2010 with changes that included a more active role of parents monitoring practice driving with their teens. In addition to extending the driving phases, there were new curfew and passenger limit restrictions. Teen drivers were also required to use red decals on license plates to identify themselves as inexperienced drivers. The Division of Highway Traffic Safety had partnered with the Motor Vehicle Commission in the past to produce practice driving guides for parents of teen drivers, but recognized the need to support this type of informational campaign with an educational program for helping parents to understand changes in the GDL and recognize the importance of their role in the GDL monitoring process. In 2010, the New Jersey Parent/Teen Driver Orientation program was developed to educate parents of teen drivers on the new GDL restrictions and Children’s Hospital of Philadelphia (CHOP) findings concerning the importance of parenting roles in teen driver safety. Additional resources were incorporated into the orientation that included the Centers for Disease Control (CDC) community based information and the University of Michigan Transportation Research Institute (UMTRI) parent-teen driver contracts.This community-based training, known as the New Jersey Parent/Teen Driver Orientation was later renamed Share the Keys, and had been developed for the state as a component of the New Jersey Highway Safety grant received by Kean University. The comprehensive program was designed to engage parents, teens, educators, and law enforcement in the teen driving process and help parents to understand how personal parenting styles and engagement may impact teen crash risk and compliance with the GDL restrictions. Local representatives from traffic safety and law enforcement teamed with school officials and driver education teachers to present programs in their communities. The evaluation process was built into the program as a pre-survey administered at the beginning of the session, a post-survey completed directly afterward, and a voluntary follow-up survey completed on line or mailed, beginning six months later.Evidence from the first year showed that parents maintained a significant level of engagement throughout the GDL process with their teen drivers. However, findings did establish the need to further examine why Authoritative parenting styles had declined, especially since this parenting approach was considered in the literature as most effective in reducing teen crash risks. Therefore, the scope of this study was broadened to a three year effort that reached over 2800 parents and investigated behavioral outcomes impacted by Share the Keys. While comparisons made between driving phases and parenting styles had yielded no significant results, changes within parenting style scores were shown to be effective over time. The reported levels of Permissive and Uninvolved parents remained consistent throughout all three driving phases, while Authoritarian parenting peaked during the Probationary phase, and Authoritative parenting was noted as highest once teens earned their license.

The Impact of Parenting Style on Children’s Educational Outcomes in the United States

This paper examines the causal link between parenting style and children’s educational outcomes. The existing literature seems to lack any effort to use a nationally representative data from the United States, to properly address endogeneity, or to examine educational outcomes beyond high school level. This paper attempts to mitigate these shortcomings. Drawing upon the National Longitudinal Survey of Youth 1997, it first used OLS and logit regression. It then applied the maximum simulated likelihood approach to get rid of endogeneity, thereby isolating the causal impact of parenting style on children’s educational outcomes. Findings suggested that parenting style mattered for children academic performance. Authoritative parenting style was found to be the best among all types of parenting style. Particularly, relative to uninvolved parents’ children, authoritatively reared children were predicted to have 1.1 more years of schooling and be 18.5, 13.6, and 16.3 percentage points more likely to obtain at least bachelor’s degree, associate’s degree, and high school diploma, respectively. Also, they had 5.5 percentage points less likelihood of being high school dropouts than children reared by uninvolved parents.

Sexual Aggressive Behaviour Amongst Adolescent Males: A Challenge for South African Parents, Schools and Society at Large

Socio-cultural theory advocates that sexual aggressive behaviour of adolescent males is socially mediated, historically and culturally conditioned. Boys, who were reportedly socialized from an early age into traditional patriarchal notions of masculinity, legitimize unequal gendered power relations. In addressing the sexual aggressive behaviour of adolescent males, the literature from previous research studies, academic journals, books and internet sources were reviewed. The research findings reveal that adolescent males raised by permissive and uninvolved parents, tend to engage in risky sexual behaviour and consequently face a bleak future, imprisonment and contract sexually transmitted infections. Appropriate interventions such as transmission of values and principles in the family, and establishment of campaigns by older adult males may have a positive impact on young males in reducing an escalating rate of victimization of females. DOI: 10.5901/mjss.2014.v5n10p484

Are all fathers in child protection families uncommitted, uninvolved and unable to change?

Although much is known about ‘parents’ in child protection families, very little research has specifically examined fathers in these families. The scant extant research indicates that child welfare workers in many countries tend to have negative stereotypes of these men, assuming them to be uncommitted and uninvolved parents, and unable to cease drug use. The present study sought to add to the knowledge about fathers in child protection families, and to investigate whether or not there was support for these negative stereotypes within this sample. Study participants were 35 fathers associated with a parenting program in Sydney, Australia, who completed quantitative demographic, family and psychological measures. In addition, a subset of nine participants provided life story qualitative data. Findings from both the quantitative and qualitative data indicated that, in contrast to the negative stereotypes, these fathers were typically committed and involved parents who were no longer abusing substances. They experienced considerable psychological distress as a result of having their children removed, and fathers with custody of their children reported the best psychological well-being. Study participants were shown to have similar demographic, family and psychological profiles to those found in child protection populations elsewhere in Australia and in other countries, suggesting that these findings may have wider relevance. This study highlights the importance of child welfare workers engaging with and accurately assessing fathers without preconceived assumptions, as it is possible that some fathers are viable placement options for at-risk children.

Patterns and Perceptions in Male Secondary School Dropouts in the United Arab Emirates

The impact of socioeconomic status, family, and school experiences on the school continuation decision has been well-documented in Western literature. To date, however, no empirical studies have been conducted on the Gulf region. Using a sample of 149 dropouts and 347 non-dropouts, this study is the first to apply a mixed-methods comparative design to explore the patterns and trends in male dropout rates across government schools in the United Arab Emirates (UAE). Importantly, the study finds that the effect of teachers on a student’s decision to stay in school can be as strong as family influences. Consistent with previous literature on other parts of the world, dropping out in the UAE is associated with low socio-economic background, poorly educated and/or uninvolved parents, and de-motivating school experiences marked by unsupportive teachers and disruptive peers

Interaction Between Parenting and Neighborhood Quality on the Risk of Adolescent Regular Smoking

To conduct the first study to examine potential interaction between parenting style and neighborhood quality on the risk of adolescent regular smoking. We analyzed data from a nationally representative sample of U.S. adolescents (n = 1,213 pairs of adolescents and their parents) who participated in the Panel Study of Income Dynamics during 2002-2003. Regular smoking behavior and parental monitoring level were reported by adolescents. Parenting style (i.e., authoritative, authoritarian, permissive, and uninvolved) was defined by cross-classifying self-reported parental warmth and control. Based on parents' perceived neighborhood quality regarding raising children, neighborhoods were identified as either higher quality or lower quality. Adolescents in lower-quality neighborhoods were more likely to be regular smokers (13.7% vs. 8.5%; adjusted odds ratio [AOR] = 1.93, 95% CI = 1.02-3.65) than those in higher-quality neighborhoods. In lower-quality neighborhoods, adolescents of authoritarian parents (16.9%; AOR = 10.97, 95% CI = 3.36-35.84) were more likely and those of uninvolved parents (20.3%; AOR = 3.47, 95% CI = 0.91-13.17) were marginally more likely to be regular smokers than those of authoritative parents (4.3%). However, among adolescents in higher-quality neighborhoods, parenting style was independent of the risk of regular smoking. There was marginally significant interaction between authoritarian parenting style and neighborhood quality. Parental monitoring was associated with reduced risk of adolescent smoking, regardless of neighborhood quality. There was no interaction between parental monitoring and neighborhood quality. Authoritative parenting is associated with reduced risk of adolescent regular smoking in lower-quality neighborhoods but not in higher-quality neighborhoods. Authoritative parenting style and parental monitoring may buffer adverse influences of low-quality neighborhood.

Parent-child interactions and objectively measured child physical activity: a cross-sectional study

BackgroundParents influence their children's behaviors directly through specific parenting practices and indirectly through their parenting style. Some practices such as logistical and emotional support have been shown to be positively associated with child physical activity (PA) levels, while for others (e.g. monitoring) the relationship is not clear. The objectives of this study were to determine the relationship between parent's PA-related practices, general parenting style, and children's PA level.MethodsDuring the spring of 2007 a diverse group of 99 parent-child dyads (29% White, 49% Black, 22% Hispanic; 89% mothers) living in low-income rural areas of the US participated in a cross-sectional study. Using validated questionnaires, parents self-reported their parenting style (authoritative, authoritarian, permissive, and uninvolved) and activity-related parenting practices. Height and weight were measured for each dyad and parents reported demographic information. Child PA was measured objectively through accelerometers and expressed as absolute counts and minutes engaged in intensity-specific activity.ResultsSeventy-six children had valid accelerometer data. Children engaged in 113.4 ± 37.0 min. of moderate-vigorous physical activity (MVPA) per day. Children of permissive parents accumulated more minutes of MVPA than those of uninvolved parents (127.5 vs. 97.1, p < 0.05), while parents who provided above average levels of support had children who participated in more minutes of MVPA (114.2 vs. 98.3, p = 0.03). While controlling for known covariates, an uninvolved parenting style was the only parenting behavior associated with child physical activity. Parenting style moderated the association between two parenting practices - reinforcement and monitoring - and child physical activity. Specifically, post-hoc analyses revealed that for the permissive parenting style group, higher levels of parental reinforcement or monitoring were associated with higher levels of child physical activity.ConclusionsThis work extends the current literature by demonstrating the potential moderating role of parenting style on the relationship between activity-related parenting practices and children's objectively measured physical activity, while controlling for known covariates. Future studies in this area are warranted and, if confirmed, may help to identify the mechanism by which parents influence their child's physical activity behavior.

Associations Between Parenting Styles and Teen Driving, Safety-Related Behaviors and Attitudes

The goal was to explore the association between parenting style and driving behaviors. The 2006 National Young Driver Survey gathered data on driving safety behaviors from a nationally representative sample of 5665 ninth-, 10th-, and 11th-graders. A parenting style variable was based on adolescent reports and separated parents into 4 groups, (1) authoritative (high support and high rules/monitoring), (2) authoritarian (low support and high rules/monitoring), (3) permissive (high support and low rules/monitoring), and (4) uninvolved (low support and low rules/monitoring). Associations between parenting style and driving behaviors and attitudes were assessed. One half of parents were described as authoritative, 23% as permissive, 8% as authoritarian, and 19% as uninvolved. Compared with teens with uninvolved parents, those with authoritative parents reported one half the crash risk in the past year (odds ratio [OR]: 0.47 [95% confidence interval [CI]: 0.26-0.87]), were 71% less likely to drive when intoxicated (OR: 0.29 [95% CI: 0.19-0.44]), and were less likely to use a cellular telephone while driving (OR: 0.71 [95% CI: 0.50-0.99]). Teens with authoritative or authoritarian parents reported using seat belts nearly twice as often (authoritative: OR: 1.94 [95% CI: 1.49 -2.54]; authoritarian: OR: 1.85 [95% CI: 1.08 -3.18]) and speeding one half as often (authoritative: OR: 0.47 [95% CI: 0.36-0.61]; authoritarian: OR: 0.63 [95% CI: 0.40-0.99]) as teens with uninvolved parents. No significant differences in crash risk or seat belt use were found between permissive and uninvolved parents. Clinicians should encourage parents to set rules and to monitor teens' driving behaviors, in a supportive context.