Longitudinal Relations Among Parenting Styles, Prosocial Behaviors, and Academic Outcomes in U.S. Mexican Adolescents

Abstract

This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 M = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades. Authoritative parents were more likely to have youth who exhibited high levels of prosocial behaviors than those who were moderately demanding and less involved. Fathers and mothers who were less involved and mothers who were moderately demanding were less likely than authoritative parents to have youth who exhibited high levels of prosocial behaviors. Prosocial behaviors were positively associated with academic outcomes. Discussion focuses on parenting, prosocial behaviors, and academic attitudes in understanding youth academic performance.

Nativity as a Moderator of Familial and Nonfamilial Correlates of Latino/a Youth Prosocial Behaviors

“…Developmental scholars have highlighted the role of parents and peers in fostering U.S. Latino/a youth's prosocial tendencies (Carlo et al., , ); however, our findings suggest differential effects based on youth nativity. In general, deviant peer affiliation and peer acceptance predicted youth's prosocial tendencies primarily for U.S. Latino/a youth born in the United States.…”

“…Increasingly, scholars have extended the literature on parental socialization of prosocial tendencies to U.S. Latino/a youth, and there is suggestive evidence that several positive parenting practices may be related to prosocial tendencies in U.S. Latino/a youth (Carlo, Knight, McGinley, & Hayes, ). For example, compared with less positive parenting styles, U.S. Mexican mothers and fathers authoritative parenting (high levels of warmth and moderate levels of control) longitudinally positively predicted their adolescents’ prosocial tendencies (Carlo et al., ). Moreover, we expected that these relations might differ as a function of nativity.…”

“…Accumulating evidence suggests that prosocial tendencies are markers of health and well-being. For example, researchers have reported significant relations between prosocial tendencies and academic achievement (Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000;Carlo, White, Streit, Knight, & Zeiders, 2018), positive interpersonal relations (see Carlo, 2014), and mental health (Laible, Carlo, & Roesch, 2004). Furthermore, prosocial tendencies are inversely, though moderately, linked to aggression and delinquency (Padilla-Walker, Memmott-Elison, & Coyne, 2018).…”

Sexism and Aggression in Adolescence—How Do They Relate to Perceived Academic Achievement?

“…Academic achievement is more than a student's grade point average. Several factors such as motivation, socially accepted behaviours as prosocial behaviours, effort, student engagement, and responsibility indicate a student's academic achievement [56][57][58]. The items that we have used to evaluate perceived academic achievement are related to these factors.…”

The Role of Hope and Family Relations of School Burnout among Secondary School Students: A Structural Equation Modeling

“…Burada iyi oluşla çocuğun fiziksel sağlığı ve psikososyal gelişimi kastedilmektedir (Sheridan ve Burt, 2011). Özellikle ergenliğin başlangıcını oluşturan ortaokul döneminde, özgüven, kişilik, prososyal davranış, toplumsal uyum, sosyal kabul, umut, hoşgörü ve saygının gelişmesinde kısacası bireyin iyi oluşunda destekleyici aile ilişkilerine ihtiyaç duyulmaktadır (Carlo, White, Streit, Knight ve Zeiders, 2017;Du vd., 2016;Demirtaş Zorbaz ve Korkut Owen, 2013), dahası sıcak ve duyarlı ebeveyn tutumları çocuğun bilişsel, sosyal ve duygusal gelişimini desteklediği, özgüvenini artırdığı ve okul doyumu artırdığı bilinmektedir (Smokowski vd., 2015). Bu çalışmayla da destekleyici aile ilişkilerinin okul tükenmişliğini önlemede önemli bir rol üstlendiği görülmüştür.…”