Parental Provision of Academic Structure and the Transition to Middle School

Abstract

This study examined parents' provision of academic structure, and whether they implement it in an autonomy supportive or controlling manner, in relation to children's competence-related beliefs, motivation, and academic behavior over the transition to middle school. Interviews with 160 sixth-grade children were coded on parental structure and autonomy support. Children reported on their competence-related beliefs, motivation, and engagement in sixth and seventh grades. Regression analyses showed that higher structure predicted seventh-grade perceived competence, intrinsic motivation, engagement, and English grades, controlling for these same outcomes at sixth grade. Autonomy support predicted perceived competence, autonomous motivation, and English grades, controlling for prior outcomes. Structural equation models indicated that relations between structure and engagement and between autonomy support and grades were mediated by perceived competence.

Parental control in interpersonal acceptance-rejection theory: a study with a Spanish sample using Parents’ Version of Parental Acceptation-Rejection/Control Questionnaire

“…In addition, studies have also showed a negative relation between behavioral control and emotional and behavioral problems in children and youths (Arin, Marshall & Shapka, 2010;Arin & Shapka, 2008;Bean et al, 2006;Betancourt & Andrade, 2011;Grolnick et al, 2015;Lansford, Laird, Pettit, Bates & Dodge, 2014;Pettit, Laird, Dodge, Bates & Criss, 2001;Wijsbroek, Hale III, Raaijmakers & Meeus, 2011).…”

“…Research in the field of parenting styles has demonstrated that parental acceptance has been linked to positive mental health, social competence, self-esteem, academic achievements, and healthy peer relationships (McNeely & Barber, 2010. Also see Bean, Barber & Crane, 2006;Boudreault-Bouchard et al, 2013;Ferguson, Kasser & Jahng, 2010;Grolnick et al, 2015;Pastorelli et al, 2016). Besides, the indulgent style, characterized by warmth but not strictness, and the authoritative style, characterized by warmth and strictness, were found to be more associated with better outcomes than the authoritarian style, characterized by strictness and no warmth (Calafat et al, 2014;Fuentes, et al, 2015;García & Gracia, 2009.…”

The Relations among Parental Power Assertion, Control, and Structure

“…versus controls children (parent imposes rules without allowing input, discussion, or empathy). Both dimensions, measured in 6th grade, predicted children's positive transition to middle school [Grolnick, Raftery, Flamm, Marbell, & Cardemil, 2012]. In short, Grolnick's notion of structure entails the importance of parents acting as authorities and delineates what this involves as well as highlights that the style in which authority is conveyed is also crucial.…”

Building Autonomous Learners

“…In another study (Grolnick et al 2014a ), the importance of parental structure was examined at the transition to middle school. The authors reasoned that the transition to middle school involves a series of changes including a new and larger school, a move from one teacher and classroom to multiple teachers and classrooms, higher expectations from teachers, and more controlling classrooms.…”