Psychological Control, Parental Support, Adolescent Grades and School Engagement
As we examined research on the effects of parental psychological control and support on adolescents, we noted that these variables have not been widely studied in relation to academic achievement. Using Flourishing Families data, we examined a subsample of females and males who reported parental psy...
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| Format: | Others |
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BYU ScholarsArchive
2013
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| Online Access: | https://scholarsarchive.byu.edu/etd/4159 https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5158&context=etd |
| Summary: | As we examined research on the effects of parental psychological control and support on adolescents, we noted that these variables have not been widely studied in relation to academic achievement. Using Flourishing Families data, we examined a subsample of females and males who reported parental psychological control and support as well as school engagement variables from adolescents, fathers and mothers. We also used observed variables of grade point average (GPA). Structural equation modeling was used to determine whether parental psychological control and support would negatively or positively relate with academic achievement outcomes of GPA and school engagement. Psychological control and support processes significantly related with GPA and school engagement for both boys and girls. Therapists who work with parents should not only recognize the effects of psychological control on individual academic achievement, but should also recognize the importance of support from both parents and the importance of cross-gender parent-child relationships. |
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