Parenting styles perceived by teenagers and school achievement

Detalhes bibliográficos
Autor(a) principal: Pires, Mónica
Data de Publicação: 2016
Outros Autores: Paz, Telma
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/11144/3951
Resumo: Parenting styles (PS) are parents’ attitudes towards their children’s overall development and education. By establishing the family’s environment and parents’ behaviours, PS have been the focus of developmental psychology and family studies, namely in relation to child outcomes. This cross-sectional smdy analyses the impact of perceived PS by adolescents regarding their school achievement. 110 boys and 118 girls in years 5-9 of schooling (M= I 2.60, 5m 1.82) from a state school in Lisbon answered a demographic form and the Parental Authority Questionnaire for both parents. Their grades and the number of retentions were analysed. Results show that authoritative parenting correlates to higher grades and berter school achievement. Permissive and authoritarian styles correlate to worse school results (grades and number of years held back). Although PS may vary according to cultural contexts, these results are in line with previous international research findings that show that parents’ authoritativeness is associated with better children outcomes arid school achievement. Age and school level have a significant effect on PS. Older and more educated parents are perceived as less permissive and authoritarian. No level of agreement between the PS of mother/father-teenager was found, suggesting that the parents perceive themselves differently than their children. The results contrtbtite to parenting styles' knowledge within the Portuguese cultural context. They are also useful for organizing future, evidence- based interventions regarding parenting programmes and school underachievement and dropout preventing programmes.
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spelling Parenting styles perceived by teenagers and school achievementAuthority Parenting StylesSchool AchievementParents-teenagers dyadsParenting styles (PS) are parents’ attitudes towards their children’s overall development and education. By establishing the family’s environment and parents’ behaviours, PS have been the focus of developmental psychology and family studies, namely in relation to child outcomes. This cross-sectional smdy analyses the impact of perceived PS by adolescents regarding their school achievement. 110 boys and 118 girls in years 5-9 of schooling (M= I 2.60, 5m 1.82) from a state school in Lisbon answered a demographic form and the Parental Authority Questionnaire for both parents. Their grades and the number of retentions were analysed. Results show that authoritative parenting correlates to higher grades and berter school achievement. Permissive and authoritarian styles correlate to worse school results (grades and number of years held back). Although PS may vary according to cultural contexts, these results are in line with previous international research findings that show that parents’ authoritativeness is associated with better children outcomes arid school achievement. Age and school level have a significant effect on PS. Older and more educated parents are perceived as less permissive and authoritarian. No level of agreement between the PS of mother/father-teenager was found, suggesting that the parents perceive themselves differently than their children. The results contrtbtite to parenting styles' knowledge within the Portuguese cultural context. They are also useful for organizing future, evidence- based interventions regarding parenting programmes and school underachievement and dropout preventing programmes.MEDIMOND2018-11-29T16:45:05Z2016-01-01T00:00:00Z2016book partinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/11144/3951eng978-88-7587-733-0Pires, MónicaPaz, Telmainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-08-01T02:03:36Zoai:repositorio.ual.pt:11144/3951Portal AgregadorONGhttps://www.rcaap.pt/oai/openairemluisa.alvim@gmail.comopendoar:71602024-08-01T02:03:36Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Parenting styles perceived by teenagers and school achievement
title Parenting styles perceived by teenagers and school achievement
spellingShingle Parenting styles perceived by teenagers and school achievement
Pires, Mónica
Authority Parenting Styles
School Achievement
Parents-teenagers dyads
title_short Parenting styles perceived by teenagers and school achievement
title_full Parenting styles perceived by teenagers and school achievement
title_fullStr Parenting styles perceived by teenagers and school achievement
title_full_unstemmed Parenting styles perceived by teenagers and school achievement
title_sort Parenting styles perceived by teenagers and school achievement
author Pires, Mónica
author_facet Pires, Mónica
Paz, Telma
author_role author
author2 Paz, Telma
author2_role author
dc.contributor.author.fl_str_mv Pires, Mónica
Paz, Telma
dc.subject.por.fl_str_mv Authority Parenting Styles
School Achievement
Parents-teenagers dyads
topic Authority Parenting Styles
School Achievement
Parents-teenagers dyads
description Parenting styles (PS) are parents’ attitudes towards their children’s overall development and education. By establishing the family’s environment and parents’ behaviours, PS have been the focus of developmental psychology and family studies, namely in relation to child outcomes. This cross-sectional smdy analyses the impact of perceived PS by adolescents regarding their school achievement. 110 boys and 118 girls in years 5-9 of schooling (M= I 2.60, 5m 1.82) from a state school in Lisbon answered a demographic form and the Parental Authority Questionnaire for both parents. Their grades and the number of retentions were analysed. Results show that authoritative parenting correlates to higher grades and berter school achievement. Permissive and authoritarian styles correlate to worse school results (grades and number of years held back). Although PS may vary according to cultural contexts, these results are in line with previous international research findings that show that parents’ authoritativeness is associated with better children outcomes arid school achievement. Age and school level have a significant effect on PS. Older and more educated parents are perceived as less permissive and authoritarian. No level of agreement between the PS of mother/father-teenager was found, suggesting that the parents perceive themselves differently than their children. The results contrtbtite to parenting styles' knowledge within the Portuguese cultural context. They are also useful for organizing future, evidence- based interventions regarding parenting programmes and school underachievement and dropout preventing programmes.
publishDate 2016
dc.date.none.fl_str_mv 2016-01-01T00:00:00Z
2016
2018-11-29T16:45:05Z
dc.type.driver.fl_str_mv book part
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/11144/3951
url http://hdl.handle.net/11144/3951
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 978-88-7587-733-0
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dc.publisher.none.fl_str_mv MEDIMOND
publisher.none.fl_str_mv MEDIMOND
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instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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