What parenting styles are associated with an adolescents lack of self control?
|
The aim of the study was to investigate the extent to which adolescents' achievement strategies are associated with the parenting styles they experience in their families. Three hundred and fifty-four 14-year-old adolescents completed a Strategy and Attribution Questionnaire and a family parenting style inventory. Analogous questionnaires were also completed by the adolescents' parents. Based on adolescents' report of the parenting styles, four types of families were identified: those with Authoritative, Authoritarian, Permissive, and Neglectful parenting styles. The results further showed that adolescents from authoritative families applied most adaptive achievement strategies characterized by low levels of failure expectations, task-irrelevant behaviour and passivity, and the use of self-enhancing attributions. Adolescents from neglectful families, in turn, applied maladaptive strategies characterized by high levels of task-irrelevant behaviour, passivity and a lack of self-enhancing attributions. The results provide a basis for understanding some of the processes by which parenting styles may influence adolescents' academic achievement and performance. Show
References (66)
From thought to behavior: “Having” and “doing” in the study of personality and cognitionAmerican Psychologist(1990) Motivational components of underachievementDevelopmental Psychology(1991) Cognitive-motivational characteristics and academic achievement of learning disabled children: A longitudinal studyJournal of Educational Psychology(1988) The support of autonomy and the control of behaviorJournal of Personality and Social Psychology(1987) An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failureJournal of Personality and Social Psychology(1978) The relation of parenting style to adolescent school performanceChild Development(1987) Motivational processes affecting learningAmerican Psychologist(1986) Self-theories and goals: Their roles in motivation, personality and developmentA social-cognitive approach to motivation and personalityPsychological Review(1988) Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysisDevelopmental Psychology(1978) Goals: An approach to motivation and achievementJournal of Personality and Social Psychology(1988) Family factors related to childern's intrinsic/extrinsic motivational orientation and academic performanceChild Development(1993) Parenting styles, adolescents' attributions, and educational outcomes in nine heterogeneous high schoolsChild Development(1997) Parent styles associated with children's self-regulation and competence in schoolJournal of Educational Psychology(1989) Some cognitive consequences of maternal intervention techniques: A longitudinal studyChild Development(1984) Categorizing individuals: An alternative to linear analysisInternational Journal of Behavioral Development(1986) Origins of childern's helpless and mastery achievement patterns in the familyJournal of Educational Psychology(1995) Attributions of learning disabled childrenJournal of Educational Psychology(1986) Control of attributions about the self through self-handicapping: The appeal of alcohol and the rate of underachievementPersonality and Social Psychology Bulletin(1978) Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful familiesChild Development(1991) Parenting styles, motivational orientations, and self-perceived academic competence: A mediational modelMerrill-Palmer Quarterly(1998) Perceptions of child rearing and self-concept development during the early adolescent yearsJournal of Youth and Adolescence(1985) 2022, Contemporary Educational Psychology Show abstractNavigate Down School performance in childhood and adolescence is an important indicator for social inequality and various life outcomes in adulthood. Previous research confirmed genetic as well as environmental influences on individual differences in school grades, yet little is known on what lies behind the environmental influences. The aim of this study is to identify external covariates that account for variance in school grades and to disentangle genetic and (non–)shared environmental components in the association between these often assumed “environmental” variables and school grades. The sample consists of 2101 pairs of monozygotic and dizygotic same-sex twins (aged 11 and 17) from the German TwinLife study. Multiple regression analysis showed that our measured external variables (e.g., parental behavior, home environment, peer characteristics) explain about 7–9% of variance in the grade point average (GPA) in both age groups. In order to determine genetic and environmental sources of this variance components, we applied a bivariate Cholesky decomposition. Results indicate that after correcting for parental socio-economic status the relation between external covariates and the GPA is entirely due to shared environmental effects at age 11, while the association between the same set of covariates and GPA at age 17 is due to common genetic sources. This pattern largely remains when considering the covariates individually: Effects are strongest for home environment and negative parental involvement in both age groups and additionally for delinquent peer affiliations at age 17. We discuss possible underlying effects of gene × environment interactions and provide implications for further research. 2022, European Psychiatry 2022, Frontiers in Psychology Turkish Adolescents’ Interpretations of Psychological and Behavioral Control: Relation with Adjustment Problems and Moderating Factors2022, Journal of Child and Family Studies Parenting and Adolescents’ Academic Achievement: The Mediating Role of Goal Engagement and Disengagement2022, Journal of Child and Family Studies The Cult of the Child: A Critical Examination of Its Consequences on Parents, Teachers and Children2022, Social Sciences Research article Appetite, Volume 71, 2013, pp. 232-241 Show abstractNavigate Down With recommendations to include parents as targets for childhood obesity interventions, there is a need to review the relationship of general parenting influences on childhood obesity. Therefore, the aim of this review is to examine the existing literature regarding the influence of parenting style and/or feeding styles on childhood obesogenic behaviors and body weight. Research articles related to parenting style (n = 40) and parental feeding style (n = 11) were identified and reviewed. An authoritative style appears to be the most protective parenting and feeding style while the indulgent feeding style is consistently associated with negative health outcomes. Overall, results for parenting style studies are inconsistent due to differences in conceptualization and measurement, while the results for feeding styles are much more cohesive. The literature is lacking in the ability to describe the interplay between parenting and feeding styles and child obesity risk. Recommendations for future research and interventions are discussed in regards to feeding style and influences on childhood obesity. Research article Current Opinion in Psychology, Volume 15, 2017, pp. 40-44 Show abstractNavigate Down When interacting with an infant, parents intuitively enact a range of behaviours that support infant communicative development. These behaviours include altering speech, establishing eye contact and mirroring infant expressions and are argued to occur largely in the absence of conscious intent. Here, we describe studies investigating early, pre-conscious neural responses to infant cues, which we suggest support aspects of parental intuitive behaviour towards infants. This work has provided converging evidence for rapid differentiation of infant cues from other salient social signals in the adult brain. In particular, the orbitofrontal cortex may be important in supporting quick orienting responses and privileged processing of infant cues, processes fundamental to intuitive parenting behaviour. Research article Procedia - Social and Behavioral Sciences, Volume 174, 2015, pp. 1247-1254 Show abstractNavigate Down The paper deals with the relationships between educational practices of parents and their estimated impact on the structure of the child's personality and his/her moral attitude. The research method: questionnaire. The research sample: students aged 12 to 17 (N=431). The results show that an adolescent examines him/herself intensely and evaluates him/herself from a number of viewpoints, has a highly critical attitude towards the educational approach of his/her parents and its impact on him/herself. The respondents’ views of solving dilemmas have brought information about and evidence of the fact that adolescents express themselves quite individually and freely, regardless of the consequences. Research article Journal of Vocational Behavior, Volume 84, Issue 3, 2014, pp. 345-355 Show abstractNavigate Down This study compared the relationship of parenting styles to the career decision-making of adolescents from a Western and an Eastern context. Specifically, 575 French high school students and 613 South Korean high school students completed a questionnaire assessing perceived parenting style, career decision-making difficulties, and career decision self-efficacy. The Korean adolescents had lower career decision self-efficacy beliefs and higher career decision-making difficulties than the French adolescents. The authoritarian parenting style was associated with higher scores on career decision self-efficacy and lower scores on a measure of career decision-making difficulties in the Korean sample while the authoritative parenting style was associated with higher scores on career decision self-efficacy and lower scores on a measure of career decision-making difficulties in the French sample. Results showed significant effects for gender and parenting style on the career decision-making outcomes of both samples. Research article Research in Developmental Disabilities, Volume 68, 2017, pp. 9-19 Show abstractNavigate Down Effective parenting is vital for a child’s development. Although much work has been conducted on parenting typically developing children, little work has examined parenting children with Down syndrome. The purpose of the current study was to compare the parenting styles and dimensions in mothers of children with DS and mothers of TD children. Thirty-five mothers of children with DS and 47 mothers of TD children completed questionnaires about parenting, parental stress, child behavior problems, and child executive function. We found that mothers of children with DS use an authoritative parenting style less and a permissive parenting style more than mothers of TD children. Additionally, we found that mothers of children with DS use reasoning/induction and verbal hostility less and ignoring misbehavior more than mothers of TD children. All of these differences, except for those of reasoning/induction, were at least partially accounted for by the higher levels of parental stress in the DS group. Parenting interventions should be focused on reducing parental stress and training mothers to parent under stress in an effort to improve parenting techniques, which would, in theory, improve long-term child outcomes for children with DS. Research article Procedia - Social and Behavioral Sciences, Volume 116, 2014, pp. 3793-3797 Show abstractNavigate Down The aim of this study was to investigate the relationship between parenting styles and hardiness in high school students. in this correlational and cross-sectional study, 176 high school students (80 boys and 96 girls) were selected via Multistage cluster sampling method from Tehran. Personal Views Survey (PVS) developed by Kobasa and Parental Authority Questionnaire (PAQ) were used for data collecting. The results showed that there is positive and significant relationship between parenting styles and hardiness. Parenting styles can predict hardiness characteristic variance in high school students. These results suggest that parenting styles have significant role in hardiness; therefore it is essential to contrive a special training method for parents to increase mental health of students. f1 Reprint requests and correspondence should be addressed to: Kaisa Aunola, Department of Psychology, University of Jyväskylä, P.O. Box 35, 40351 Jyväskylä, Finland (E-mail: [email protected]) View full textCopyright © 2000 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved. What to parenting styles are associated with adolescent lack of selfSixty-four parents completed the Parenting Style and Dimensions Questionnaire and the Children's Behavior Questionnaire. Results indicated that authoritative parenting is positively correlated with enhanced self-regulation, and authoritarian and permissive parenting are associated with decreased self-regulation.
How is selfWhen parents know their children can exert self-control, resist temptations, and regulate their own behavior, parents are likely to trust their children, grant more autonomy, and respond positively to their behavior (Buyukcan-Tetik, Finkenauer, Siersema, Vander Heyden & Krabbendam, 2015).
What type of parenting style has low control and low acceptance?Uninvolved Parenting Style: Low Control, Low Support
The uninvolved parent is indifferent to their child's social-emotional and behavioral needs. This means that they often don't have rules implemented in the household, and those behaviors show especially when kids enter the classroom.
Which parenting behavior is most frequently associated with having children who are out of control?Studies show that children of permissive parents tend to have lower academic achievement. Permissive parents do not control or regulate their children's behavior. So their children are less aware of the limits of acceptable behavior. They also exhibit worse impulse control and have more behavioral problems.
|
