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Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed
Author(s) -
Steinberg Laurence,
Lamborn Susie D.,
Dornbusch Sanford M.,
Darling Nancy
Publication year - 1992
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1992.tb01694.x
Subject(s) - psychology , developmental psychology , socialization , parenting styles , ethnically diverse , academic achievement , context (archaeology) , autonomy , child rearing , adolescent development , social psychology , ethnic group , paleontology , sociology , anthropology , political science , law , biology
This article examines the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio‐economically heterogeneous sample of approximately 6,400 American 14–18‐year‐olds. Adolescents reported in 1987 on their parents' general child‐rearing practices and on their parents' achievement‐specific socialization behaviors. In 1987, and again in 1988, data were collected on several aspects of the adolescents' school performance and school engagement. Authoritative parenting (high acceptance, supervision, and psychological autonomy granting) leads to better adolescent school performance and stronger school engagement. The positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, nonauthoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescent achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.