Predicting school adjustment from multiple perspectives on parental behaviors

Authors: Ratelle, CatherineDuchesne, StéphaneGuay, Frédéric
Abstract: Past research supported the importance of parental autonomy support, involvement, and structure for student outcomes. The goal of this study was to test the contribution of these behaviors from mothers and fathers in predicting adolescents' adjustment in school using a multi-informant approach. A sample of 522 adolescents (233 boys, 389 girls), their mothers (n ¼ 535), and fathers (n ¼ 296) participated in the study. Results revealed that parents' self-evaluations explained additional variance in children's school adjustment, over and beyond the contribution of children's evaluation of their parents. Maternal reports on their positive behaviors (autonomy support, involvement, and structure) predicted their child's academic and emotional adjustment while their reported control predicted lower levels of these. Fathers' self-reported positive behaviors predicted academic adjustment while their control predicted lower academic and personal-emotional adjustment. These findings support the importance of multiple assessments of parental behaviors for improving the prediction of adjustment in school.
Document Type: Article de recherche
Issue Date: 19 November 2016
Open Access Date: Restricted access
Document version: VoR
This document was published in: Journal of Adolescence, Vol. 54, 60–72 (2017)
Published for the Association for the Psychiatric Study of Adolescents by Academic Press, c1978-
Alternative version: 10.1016/j.adolescence.2016.11.008
Collection:Articles publiés dans des revues avec comité de lecture

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