The Impact of Parental Support, Behavioral Control, and Psychological Control on the Academic Achievement and Self-Esteem of African American and European American Adolescents

Abstract

The purpose of this study was to examine the relationships between adolescent functioning (i.e., self-esteem and academic achievement) and parental support, behavioral control, and psychological control in European American and African American adolescents. Hierarchical regression analyses indicated that supportive behaviors of African American mothers toward their adolescent children positively predicted both self-esteem and academic achievement. Psychological control was significantly related to adolescent self-esteem in both the models of paternal parenting (African American and European American) and maternal parenting (African American). In addition, among European American adolescents, behavioral control was a significant predictor of academic achievement and self-esteem. This study provides support for the methodological value of examining the parenting dimensions independently as opposed to combining them to form parenting styles.

Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

“…These questions were based on a review of the relevant research literature (Bean, Bush, McKenry & Wilson, 2003;Buddy, 2007;Buhs & Ladd, 2001;Diaz, 2003;Eamon, 2005;Oliverez & Tierney, 2005;Turner, Chandler & Heffer, 2009).…”

Paternal Behaviors and Adolescents' Academic Motivation at Low, Moderate, and High Levels of Students' Achievement in Mainland China

“…These studies have focused on school success related to academic performance and achievement and academic motivation or orientation (Bean et al, 2003;Bush et al, 2002;Chen et al, 1997;Chen et al, 2000;Ingoldsby, Schvanevldt, Supple, & Bush, 2003;Kim, Brody, & Murry, 2003;Laible & Carlo, 2004;McBride-Chang & Chang, 1998). Parents' responsive attitudes and adequate control facilitate adolescents' autonomous behaviors and encourage adolescents to solve problems independently and actively (Aunola, Stattin, & Nurmi, 2000).…”

“…For example, mothers' warm behavior enhanced more adaptive school functioning of adolescents than fathers' behavior did, whereas mothers' hostile behavior had a more deleterious association with academic outcomes than fathers' hostile behavior did (Grolnick, Ryan, & Deci, 1991;Repinski & Shonk, 2002;Russell & Russell, 1987). However, some studies have found differences in adolescent perceptions of maternal and paternal parenting characteristics and emphasized the unique influence of fathers on academic outcomes (Amato & Fowler, 2002;Ang, 2006;Bean et al, 2003;Bean, Barber, & Crane, 2006;Heaven & Newbury, 2004;Kenny & Gallagher, 2002;Kim & Rohner, 2002;Laible & Carlo, 2004;Plunkett & Bámaca-Gómez, 2003;Shek et al, 1998;Supple & Small, 2006). For instance, even though both fathers and mothers were perceived to be warm and affective, fathers relatively were harsher and less responsive than mothers were (Ang, 2006;Bean et al, 2006;Kenny & Gallagher, 2002;Kim & Rohner, 2002;Shek, 1998;Supple & Small, 2006).…”

“…Teens' orientation and motivation toward academic achievement was assessed with a seven-item modified version of a scale used in previous research (i.e., Bean et al, 2003;Supple et al, 2004). This scale measured adolescent's efforts in school and homework, importance of grades and education, and enjoyment/liking of school.…”

“…However, recent research highlights the importance of fathers' role for adolescent functioning, particularly in relation to academic achievement (Amato & Fowler, 2002;Bean et al, 2003;Kim & Rohner, 2002;Plunkett & Bámaca-Gómez, 2003;Shek, Lee, & Chan, 1998).…”