Parenting styles perceived by teenagers and school achievement

Detalhes bibliográficos
Autor(a) principal: Pires, Mónica
Data de Publicação: 2015
Outros Autores: Paz, Telma
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/11144/2660
Resumo: Parenting styles (PS) are parents’ attitudes towards their child overall development and education. By setting family climate and parents’ behaviors, PS have been a focus on development psychology and family studies, namely, in relation to child outcomes. This cross-sectional study analyzes the impact of perceived PS by adolescents on their school achievement. 110 boys and 118 girls from the 5th to 9th school level, (M= 12.60, SD= 1.82) from a public school in Lisbon, answered a demographic form and the Parental Authority Questionnaire for both parents. Their grades and the number of retentions were accessed. Results show that authoritative parenting correlates to higher grades and a better 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 follow previous international research findings that consider parents’ authoritativeness associated to better children outcomes and school achievement. Age, school level and family income, 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 was found, suggesting that the parents may adopt opposite or complementary PS’s. Results found contribute to parenting styles knowledge within Portuguese cultural context. They are also useful for organize future, evidence based, interventions regarding parenting programs and school underachievement and dropouts preventing programs.
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spelling Parenting styles perceived by teenagers and school achievementPsychologyParenting stylesParenting styles (PS) are parents’ attitudes towards their child overall development and education. By setting family climate and parents’ behaviors, PS have been a focus on development psychology and family studies, namely, in relation to child outcomes. This cross-sectional study analyzes the impact of perceived PS by adolescents on their school achievement. 110 boys and 118 girls from the 5th to 9th school level, (M= 12.60, SD= 1.82) from a public school in Lisbon, answered a demographic form and the Parental Authority Questionnaire for both parents. Their grades and the number of retentions were accessed. Results show that authoritative parenting correlates to higher grades and a better 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 follow previous international research findings that consider parents’ authoritativeness associated to better children outcomes and school achievement. Age, school level and family income, 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 was found, suggesting that the parents may adopt opposite or complementary PS’s. Results found contribute to parenting styles knowledge within Portuguese cultural context. They are also useful for organize future, evidence based, interventions regarding parenting programs and school underachievement and dropouts preventing programs.2016-07-26T15:38:19Z2015-09-01T00:00:00Z2015-092016-07-21T17:23:10Zconference objectinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/11144/2660engPires, 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:RCAAP2024-08-01T02:00:26Zoai:repositorio.ual.pt:11144/2660Portal AgregadorONGhttps://www.rcaap.pt/oai/openairemluisa.alvim@gmail.comopendoar:71602024-08-01T02:00:26Repositório 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
Psychology
Parenting styles
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 Psychology
Parenting styles
topic Psychology
Parenting styles
description Parenting styles (PS) are parents’ attitudes towards their child overall development and education. By setting family climate and parents’ behaviors, PS have been a focus on development psychology and family studies, namely, in relation to child outcomes. This cross-sectional study analyzes the impact of perceived PS by adolescents on their school achievement. 110 boys and 118 girls from the 5th to 9th school level, (M= 12.60, SD= 1.82) from a public school in Lisbon, answered a demographic form and the Parental Authority Questionnaire for both parents. Their grades and the number of retentions were accessed. Results show that authoritative parenting correlates to higher grades and a better 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 follow previous international research findings that consider parents’ authoritativeness associated to better children outcomes and school achievement. Age, school level and family income, 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 was found, suggesting that the parents may adopt opposite or complementary PS’s. Results found contribute to parenting styles knowledge within Portuguese cultural context. They are also useful for organize future, evidence based, interventions regarding parenting programs and school underachievement and dropouts preventing programs.
publishDate 2015
dc.date.none.fl_str_mv 2015-09-01T00:00:00Z
2015-09
2016-07-26T15:38:19Z
2016-07-21T17:23:10Z
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