Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects

Abstract

The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.

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

“…Moreover, hostile sexism can become a risk factor for aggressive behaviour [11,12,47,50], which may also affect academic achievement [13][14][15], and benevolent sexism can become a risk factor for hostile sexism. In adolescent girls and boys, this relationship may be mediated by physical and verbal aggression.…”

“…In addition to the relationships discussed in the previous paragraph, aggression has also been linked to academic achievement [13][14][15].…”

“…Researchers have shown scientific evidence for the associations between academic self-efficacy and academic achievement [14,29]. Regarding academic achievement, in Spain, girls have been shown to have higher levels of academic achievement than boys during early and middle adolescence [30].…”

“…Furthermore, researchers have found relationships between sexist attitudes and different kinds of violence [10][11][12]. In addition, consistent evidence for the link exists between aggression and academic self-efficacy [13][14][15]. Therefore, might sexist attitudes also be associated with perceived academic achievement in boys?…”

Minat Studi Lanjut ke Perguruan Tinggi Siswa Ditinjau dari Self-Efficacy dan Aspirasi Orangtua

“…Namun, siswa yang merasa ragu dan memiliki pengharapan yang lemah atas kemampuan dirinya, akan merasa bahwa hambatan untuk melanjutkan studi merupakan kesulitan yang tidak mungkin dapat ia tangani. Begitu pula dengan aspirasi orangtua, orangtua yang memiliki aspirasi positif terhadap minat anak untuk melanjutkan studi, akan dianggap sebagai sebuah dukungan bagi anak (Llorca, Richaud, & Malonda, 2017). Sebaliknya, orangtua yang memiliki aspirasi negatif terhadap minat anak untuk melanjutan studi, akan diinterpretasikan sebagai hambatan bagi anak untuk melanjutkan studi.…”