Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

Abstract

The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.

Family Loneliness: Its Effects in the Development of Empathy, Teamwork and Lifelong Learning Abilities in Medical Students

“…Furthermore, the role that the mother (in the entire sample) and the father (in the private medical school group) have in the improvement of learning abilities is quite an innovative finding this study is reporting as, up to now, the available studies in the field had described this effect only in children and teenagers, but not in adults. In fact, in teenagers, the mother (De la Iglesia et al, 2014) and the father (Cooper, 2009) have been described as the main sources of psychological and motivational support with an important effect in the academic success of their children.…”

Kronik Hastalığı Olan Çocukların Algıladıkları Sosyal Desteğin Okul Başarısına Etkisi

“…In the researches made with students, social support has been shown to be effective in many areas, particularly in school success and school adaptation (Bordes-Edgar, Arredondo, Kurpius, & Rund, 2011;de la Iglesia, Freiberg Hoffmann, & Fernandez Liporace, 2014;Demirtaş, 2007;Tayfur & Ulupinar, 2016). The aims of management of chronic diseased ISSN: 2147-7892, Cilt 9 Sayı 3 (2021) 808-819 doi: 10.33715/inonusaglik.941220 Effect of the Perceived Social Support on School Success of Children with Chronic Disease Gülsüm YETİŞ, Rukuye AYLAZ 810 children are; to keep the children active in social life as possible as their friends, to eliminate the difficulties experienced by the disease and to maintain a healthy school life by contributing to academic success (Layte & McCrory, 2013;Varni et al, 2015;Yılmaz, 2008).…”