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

Abstract

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.

Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents

“…Although no significant differences were obtained between the indulgent and authoritative styles in the self-regulated learning dimensions evaluated, with both styles being ideal for fomenting important aspects of children’s learning process such as self-efficacy toward learning, use of academic self-regulation strategies, perception of control over the use of time, and low academic procrastination, there were significant differences in the academic stress dimensions, with children from indulgent families obtaining better scores than children with authoritative parents. This result shows the importance of high parental acceptance/involvement and the negative influence of high strictness/imposition on the stress that children can experience in their learning process [114]. Importantly, in line with some previous results in the Spanish context [14,17,57,58,60,62,115], but also extending evidence to the school context, in order to help children in their school success, parental strictness seems to be unnecessary (no differences were found between indulgent and authoritative in self-regulated learning outcomes) and may even be harmful (indulgent parenting was more protective than authoritative style against the academic stress related to classroom interactions and family pressure).…”

Parenting Styles and Aggressive Adolescents: Relationships with Self-esteem and Personal Maladjustment

“…Additionally, some gender scholars have pointed out the gap between parenting practices of warmth and strictness and their different impact on males and females, raising doubts about whether parents should act differently with their sons than with their daughters in order to prevent deviance (Bully, Jaureguizar, Bernaras, & Redondo, 2019;Carlo, Raffalli, Laible, & Meyer, 1999;Griffin, Botvin, Scheier, Diaz, & Miller, 2000;Hosokawa & Katsura, 2018). For example, parental warmth was found to be a protective factor against child-toparent violence in females but not in males (Beckmann et al, 2017), unsupervised time at home alone (low strictness) was associated with more smoking only for females (Griffin et al, 2000), and lack of parental discipline (low strictness) was related to aggression and other externalizing behavioral problems in males, but not in females (Hosokawa & Katsura, 2018).…”

Trajectories of Victimization and Bullying at University: Prevention for a Healthy and Sustainable Educational Environment

“…In other words, the socio-familial variables related to the training and development of occupations in the labor market may determine children's victimization. The influence of these variables is related to the reproduction of inequities within the educational system, a pattern that is repeated in many countries, as shown by numerous studies [117][118][119][120][121].…”