Parental Behavioural Control and Academic Achievement: Striking the Balance between Control and Involvement

Kramer, Karen Z.

doi:10.7227/rie.88.1.8

Cited by 18 publications

(15 citation statements)

References 34 publications

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“…However, the type of parental involvement makes a difference in influencing students' educational outcomes. For instance, excessive parental control, such as closely monitoring homework completion or strict behavioral control, might negatively affect student achievement (Kramer, 2012;Shumow & Miller, 2001). Our analysis suggests that existence or influence of parental involvement for Korean students could explain Korean students' high achievement in mathematics.…”

Section: Environmental Variablesmentioning

confidence: 83%

“…Some indicated that parent's expectations about the child's academic performance (Benner & Mistry, 2007), parent's discussions about school experiences with the child (Sui-Chu & Willms, 1996), and parental involvement in learning at home (Mcwayne, Hampton, Fantuzzo, Cohen, & Sekino, 2004) positively affected student achievement. On the other hand, other studies suggested that excessive parental control such as closely monitoring homework completion or strict behavioral control might negatively affect student achievement (Kramer, 2012;Shumow & Miller, 2001).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011

Topçu

Erbilgin

Arıkan

2016

EURASIA J MATH SCI T

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This study makes an important contribution to an expanding body of international comparative studies by exploring factors predicting differences in science and mathematics achievement by students in Turkey and the Republic of Korea on the 2011 TIMSS assessment. While these countries are similar with regards to population size, cultural beliefs about education, and public expenditure on education, students in each country have different levels of achievement in science and mathematics. The current research investigated how aptitude, instruction, and environment related factors predict Turkish and Korean students' achievement in science and mathematics. In both countries, some factors, such as student aptitude (e.g., science self-efficacy) and environmental (e.g., parental educational level) factors significantly predicted students' science and mathematics achievement. However, we found some differences between the two countries regarding certain classroom environmental variables, such as bullying and student sense of belonging at school. We discuss educational implications for these findings.

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Section: Environmental Variablesmentioning

confidence: 83%

Section: Theoretical Frameworkmentioning

confidence: 99%

Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011

Topçu

Erbilgin

Arıkan

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

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“…Scientific evidence suggests, for example, that parental warmth and affection are related to better filial personal adjustment [13,14], higher self-esteem [15,16], self-confidence [17], and lower risk of depression and anxiety [18,19,20]. Furthermore, they are associated with greater attachment to parents and peers [21], lower peer-victimization levels [22], fewer violent, aggressive, or bullying relationships with peers [23], and, therefore, with better adjustment to the school context [24] and better academic performance [25]. In addition, it is considered that perceiving parental support may be a protective factor against the possible negative and stressful effect of school failure and other environmental factors [26].…”

Section: Introductionmentioning

confidence: 99%

“…Some studies have found that greater parental control is related to adolescents’ better psychological adjustment [32,33,34,35], fewer antisocial and criminal activities [34,36], and a later sexual initiation [37], whereas others find a negative effect related to emotional [36,38,39,40] and behavioral problems [41]. Similarly, some studies have found a positive relationship between parental behavioral control and academic performance in European-American teenagers, but not in African-American ones [33], whereas others have found no association [35] or a negative association [25]. In Spain, the results of previous studies seem to confirm that children who perceive their families as not only affectionate, but also not very authoritative (under parental control) are the ones that obtain the best levels of psychological adjustment [14,42], with indicators such as greater emotional stability and a positive world view [42], fewer behavioral problems [43], lower substance use [28], and better academic performance [42].…”

Section: Introductionmentioning

confidence: 99%

Relationship between Parental Socialization, Emotional Symptoms, and Academic Performance during Adolescence: The Influence of Parents’ and Teenagers’ Gender

Bully

Jaureguizar

Iturrioz

et al. 2019

IJERPH

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Scientific interest in students’ emotional and psychosocial experiences has been increasing in the last years due to their influence on students’ learning processes and academic performance. The present manuscript tries to go further in the study of the relationship between perceived parenting socialization and academic performance by analyzing not only their direct effects, but also by testing their indirect influence through other variables such as students’ psychological and school maladjustment, especially focusing on gender differences (both of students and parents). The sample comprised 823 students (416 males and 407 females) from the Basque Country (Spain), with ages ranging between 12 and 16 years (M = 13.7, SD = 1.2). Students completed a sociodemographic data form, the PARQ-Control questionnaire, and the BASC-S3 test. Teachers answered an ad hoc question on each student’s academic performance. The data showed that, both for males and females, the same structure of parent–teenager relationship predicted teenagers’ academic performance, via psychological and school maladjustment. However, the intensity of the relationship between parental acceptance and teenagers’ results in all the other factors differed depending on teenagers’ gender. Fathers’ influence was greater in males, and mothers’ influence was higher in females. This study is considered a starting point for a theoretical model predicting academic performance and psychological and school maladjustment among teenagers.

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“…Among others, parenting styles have been found to be associated with children's problem behaviors (Danzig et al 2015, U.S. sample;Kaisa and Jari-Erik 2005, Finnish sample) and socioemotional (Razza et al 2012, U.S. sample;ZarraNezhad et al 2014, Finnish sample) and cognitive development (Mills-Koonce et al 2015, U.S. sample; O'Reilly and Peterson 2014, Australian sample). Likewise, parenting styles have been found to be associated with adolescents' overall well-being in Australian, U.K., and U.S. samples (Driscoll et al 2008;Shucksmith et al 1995) and academic achievement in Swedish and U.S. samples (Kaisa et al 2000;Kramer 2012).…”

Section: Power In Parent-child Relationshipsmentioning

confidence: 97%

Daughters’ Anger towards Mothers and Fathers in Emerging Adulthood

2016

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We examined young women's anger towards mothers and fathers in emerging adulthood using a qualitative methodology and a feminist theoretical framework. To achieve this objective, we interviewed 16 young women (18-25 years-old) residing in the U.S. Mid-Atlantic region about their relationship with fathers and mothers and their anger within these relationships. The qualitative analysis revealed four types of relationships between young adult women and their fathers and mothers: challenging conflictual, challenging mutual, accepting authoritarian, and accepting authoritative. Our analysis also demonstrated that young women relate in two ways to their anger at mothers and fathers: accepting anger or distancing from anger. Furthermore, they express their anger at mothers and fathers following three distinct patterns: non-expression, indirect expression, and direct expression. The distribution of participants within coding sub-categories for anger at fathers and anger at mothers, as well as the reasons provided by young women as to why they related to anger or expressed anger in a particular manner at fathers and mothers suggests: (a) women's relationships to fathers and mothers are shaped by gender power dynamics in the family and (b) women's relation to anger and anger expression towards mothers and fathers is influenced by gendered relationships towards fathers and mothers.Keywords Women's anger . Parent-child relationships . Gender . Emerging adulthood . Feminist family studiesIn the current study, we examined young women's relationship to their mothers and fathers, young women's relation to their anger towards mothers and fathers, and young women's anger expression to mothers and fathers. In order to approach these objectives, we used a feminist theoretical framework and a qualitative methodology to collect and analyze data. The findings of our study contribute to a better understanding of (a) how gender structures daughter-parent relationships in emerging adulthood and (b) how gender shapes anger experience and expression in those relationships. We recruited a sample of mostly young U.S. women (18-25 years-old) from intact two-parent families, therefore our findings are mainly applicable to young women in this country and should be used with caution in research and counseling with women of other ages and cultural backgrounds. Likewise, our review of theoretical and empirical literature is based on studies developed with U.S. samples, unless otherwise noted. In the few cases that non-U.S. samples are referenced, the studies were conducted in westernized countries with many cultural similarities to the United States, but generalization of those results to our sample is potentially more problematic than our U.S. references.Feminist family studies have demonstrated the influence of the larger gender structure on parent-child relationships, focusing mostly on childhood, adolescence, and older adulthood (Walker 1999). Less is known about how gender shapes parent-child relationships in young (or emerging) adulthood. Non...

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Parental Behavioural Control and Academic Achievement: Striking the Balance between Control and Involvement

Cited by 18 publications

References 34 publications

Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011

Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011

Relationship between Parental Socialization, Emotional Symptoms, and Academic Performance during Adolescence: The Influence of Parents’ and Teenagers’ Gender

Daughters’ Anger towards Mothers and Fathers in Emerging Adulthood

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