Latent Profiles of Parental Academic Conditional Positive and Negative Regard

Steffgen, Sarah Teresa; Soenens, Bart; Otterpohl, Nantje; Schwinger, Malte; Stiensmeier‐Pelster, Joachim

doi:10.1080/15295192.2021.2010501

Cited by 5 publications

(13 citation statements)

References 73 publications

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“…We hypothesized that students with a low perception of conditional parental regard all over the 5 years from grade 6 to grade 10 would perform better academically than those in the other trajectories in grade 11. This hypothesis is only partially supported, as contrary to studies that reported an association between the perception of conditional parental regard and test anxiety (Bouffard et al, 2015;Otterpohl et al, 2019;Steffgen et al, 2022), in this study, there was no group difference in self-reported test anxiety and in academic achievement as judged by their teachers. It is likely that differences in the methodology of this study and prior studies are involved.…”

Section: Trajectories Of Perception Of Conditional Regard and School ...contrasting

confidence: 99%

“…A majority of students follow a low-stable trajectory where they rarely perceive that doing well in school is a necessary condition to merit their parents' regard. This finding is consistent with that of others who observed that the majority of young people perceived weak parental psychological control throughout adolescence (Roth et al, 2009;Assor and Tal, 2012;Rogers et al, 2020;Steffgen et al, 2022). By showing that low perception of conditional parental regard is maintained Latent growth trajectories of conditional support from T1 to T5.…”

Section: Patterns Of Change In Perception Of Conditional Parental Regardsupporting

confidence: 92%

“…Teachers corroborate this judgment and also rate them more positively on self-regulation than they did for those in the increasing group. Overall, these results are consistent with those of Steffgen et al (2022) who reported that adolescent students with low perceived parental conditional regard exhibited the most adaptive configuration of academic and psychological outcomes.…”

Section: Trajectories Of Perception Of Conditional Regard and School ...supporting

confidence: 90%

“…Thus, it is unclear whether the perception of conditional parental regard is momentary or stable, how it may change over time, and whether different developmental trajectories are associated with different aspects of a student's academic functioning. The longitudinal approach used in this study makes it possible to answer these questions and to examine the long-term sequelae of various profiles of conditional parental regard as proposed by others (Haines and Schutte, 2022;Steffgen et al, 2022).…”

Section: Longitudinal Studies Of Conditional Parental Regardmentioning

confidence: 99%

“…However, based on Hascoët (2016) study, we expect to observe a trajectory of relatively low and stable perception of conditional parental regard. As research showed that a majority of young people perceived weak parental psychological control throughout adolescence (Roth et al, 2009;Assor and Tal, 2012;Rogers et al, 2020;Steffgen et al, 2022), this trajectory should include most of the students. Also, following the results of Seidah (2004), and10.3389/feduc.2023.1036577 Frontiers in Education 04 frontiersin.org because some parents place growing importance on academic performance when their child enters secondary school, we expect a trajectory in which the perception of conditional parental regard should increase throughout the study.…”

Section: The Present Studymentioning

confidence: 99%

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Developmental trajectories of conditional parental regard and long-term association with students’ academic functioning

et al. 2023

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To feel unconditional love and acceptance from parents is a need which fundamental character is widely recognized. This article presents the results of a longitudinal study which first objective is to identify trajectories of change in perceived parental support conditional on academic success over a 5-year period. The second objective examines whether students’ gender, mental ability, and parental education predict membership in the trajectories and the third examines whether students’ academic functioning differs according to their membership to different trajectories 1 year later, when they were in Secondary 5. A sample of 776 students (371 males) reported their perception of conditional parental support yearly from grade 6 to Secondary 4. In Secondary 5, they answered a questionnaire on their academic motivation, self-regulation, test anxiety and intention to drop out. Teachers also reported their perceptions of the participating students’ academic motivation and self-regulation and rated their academic performance. Results of latent class growth analysis (LCGA) shows that the most optimal model identified three patterns of change in students’ perceptions of their parents’ conditional support. Students’ gender, mental ability, and parental education do not predict membership in trajectories. Results of the BCH procedure indicate that whether self-reported or teacher-reported, the academic functioning of students in the low perceived conditional support trajectory was superior to that in the other two trajectories. These results add evidence that parents can have a long-term impact on children’s academic functioning and underscore the need to educate parents about the importance of avoiding associating their support and regard with their child’s academic performance.

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Section: Trajectories Of Perception Of Conditional Regard and School ...contrasting

confidence: 99%

Section: Patterns Of Change In Perception Of Conditional Parental Regardsupporting

confidence: 92%

Section: Trajectories Of Perception Of Conditional Regard and School ...supporting

confidence: 90%

Section: Longitudinal Studies Of Conditional Parental Regardmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

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Developmental trajectories of conditional parental regard and long-term association with students’ academic functioning

et al. 2023

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The Process Linking Child-Invested Contingent Self-Esteem and Conditional Regard: The Roles of Maternal Anger and its Regulation

et al. 2022

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Parents whose self-esteem is contingent on their children’s achievements tend to exert more control over their children by displaying decreased affection and regard after failure in school (parental academic conditional negative regard). The current study examined parental anger and dysregulated anger expression as possible mechanisms in the respective association. In total, 221 mothers reported their child-invested contingent self-esteem, habitual dysregulated anger expression, anticipated anger after child failure, and their explicit use of conditional negative regard; their 12- to 14-year-old adolescent children reported perceived conditional negative regard. The moderated mediation analysis revealed that anger after child failure partially mediated the effect of child-invested contingent self-esteem on maternal explicit use of conditional negative regard, which, in turn, predicted adolescents’ perception of conditional negative regard. The effect of anger was moderated by dysregulated anger expression, and anger was only positively related to conditional negative regard when expressed as medium- to highly-dysregulated. The results support our hypotheses and provide an explanation for parental application of conditional negative regard apart from socialization goals or a lack of knowledge about its suboptimal nature. Furthermore, our results underscore the importance of parents’ self-esteem concerns and strategies for anger regulation. We discuss the practical implications of an anger-driven, reactive type of conditional regard.

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Profile Membership of Self-Worth Contingencies Predicts Well-being, Virtues, and Values

Bounds,

Ratchford,

Schnitker

2024

J Happiness Stud

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Latent Profiles of Parental Academic Conditional Positive and Negative Regard

Cited by 5 publications

References 73 publications

Developmental trajectories of conditional parental regard and long-term association with students’ academic functioning

Developmental trajectories of conditional parental regard and long-term association with students’ academic functioning

The Process Linking Child-Invested Contingent Self-Esteem and Conditional Regard: The Roles of Maternal Anger and its Regulation

Profile Membership of Self-Worth Contingencies Predicts Well-being, Virtues, and Values

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