The role of parental socialization styles in school engagement and academic performance

  1. Rodríguez Fernández, Arantzazu 1
  2. Revuelta Revuelta, Lorena 1
  3. Sarasa Maya, Marta 1
  4. Fernández Lasarte, Oihane 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revue:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Année de publication: 2018

Volumen: 11

Número: 2

Pages: 123-139

Type: Article

DOI: 10.30552/EJEP.V11I2.226 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: European journal of education and psychology

Résumé

Many variables have been analyzed in relation to school adjustment. However, only a few studies have explored the relationship between this construct and parental socialization styles, particularly in Spain. This work aims to examine the role played by maternal and paternal socialization styles in school engagement and academic performance. Participants were 737 secondary school students from the Autonomous Community of the Basque Country, aged between 11 and 18. All students completed the Affect Scale (EA-H) and the Rules and Demands Scale (ENE-H), as well as the School Engagement Measure (SEM), and performance was calculated on the basis of their average grades in mathematics and Spanish. The results indicate that, in the case of academic performance, a permissive style by both parents has the most positive effect on the grades obtained, while in the case of school engagement, it was both the permissive and democratic styles by both parents (with small variations between maternal and paternal styles in accordance with the dimension analyzed) that were most closely associated with a higher level of engagement. The educational implications of these results are discussed.

€ Voir financement

Information sur le financement

The authors of this study form part of the Consolidated Research Group IT934-16, within the Basque University System. The study itself forms part of the PPG17/61 and EHUA15/15 research projects run by the University of the Basque Country, and of the EDU2017 ‐83949 ‐P of the Ministry of economy, industry and competitiveness.

Financeurs

Références bibliographiques

  • Ali, S., Khaleque, A., & Rohner, R.P. (2015). Pancultural gender differences in the relation between perceived parental acceptance and psychological adjustment of children and adult offspring: A meta-analytic review of worldwide research. Journal of Cross-Cultural Psychology, 46(8), 1059-1080.
  • Alonso, J., & Román, J.M. (2005). Estilos educativos familiares y autoestima de los hijos de 4 y 5 años. Revista de Psicología General y Aplicada, 58(1), 101-114.
  • Alves, A.F., Assis, C.M., Martins, A., & da Silva, L. (2017). Cognitive Performance and academic achievement: How do family and school converge? European Journal of Education and Psychology, 10, 49-56.
  • Bastaits, K., Ponnet, K., & Mortelmans, D. (2012). Parenting of divorced fathers and the association with children’s self-esteem. Journal of Youth and Adolescence, 41(12), 1643-1656.
  • Bersabé, R., Fuentes, M.J., & Motrico, E. (2011). Análisis psicométrico de dos escalas para evaluar estilos educativos parentales. Psicothema, 13(4), 678-684.
  • Brand, A.E., & Klimes-Dugan, B. (2010). Emotion socialization in adolescence: The roles of mothers and fathers. In A. Kennedy Root y S. Denham (Eds.) The role of gender in the socialization of emotion: Key concepts and critical issues. New directions for child and adolescent development (Vol. 128, pp. 85–100). San Francisco: Jossey-Bass.
  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
  • Brunner, J.J., & Elacqua, G. (2003). Factores que inciden en una educación efectiva. 2003: La Educación en Chile Hoy, 45-54.
  • Calafat, A., García, F., Juan, M., Becoña, E., & Fernández-Hermida, J.R. (2014). Which parenting style is more protective against adolescent substance use? Evidence within the European context. Drug and alcohol dependence, 138, 185-192.
  • Cenkseven-Önder, F. (2012). Parenting styles and life satisfaction of Turkish adolescents. Educational Research and Reviews, 7, 577-584.
  • Cerezo, M.T., Casanova, P.F., de la Torre, M.J., & Carpio, M.V. (2011). Estilos educativos paternos y estrategias de aprendizaje en alumnos de educación secundaria. European Journal of Education and Psychology, 4, 51-61.
  • Chan, T.W., & Koo, A. (2011). Parenting style and youth outcomes in the UK. European Sociological Review, 27(3), 385–399.
  • De la Torre, M.J., Casanova, P.F., García, M.C., Carpio, M.V., & Cerezo, M.T. (2011). Estilos educativos paternos y estrés en estudiantes de educación secundaria obligatoria. Psicología Conductual, 19, 577–590.
  • Deci, E.L., & Ryan, R.M. (2010). Self‐determination. New York: John Wiley & Sons.
  • Elham, D., Siti, N.Y., Rumaya, B.J., & Mansor, A.T. (2012). Relationship between parenting style and academic achievement among Iranian adolescents in Sirjan. Asian Social Science 8, 156-160.
  • Englund, M.M., Egeland, B., & Collins, W.A. (2008). Exceptions to high school dropout predictions in a low‐income sample: Do adults make a difference? Journal of Social Issues, 64(1), 77-94.
  • Erden, M., & Uredi, I. (2008). The effect of perceived parenting styles on self-regulated learning strategies and motivational beliefs. International Journal about Parents in Education, 2(1), 25-34.
  • Felizardo, S., Cantarinha, D., Alves, A.B., Ribeiro, E.J., & Amante, M.J. (2016). Students’ involvement in school and parental support: Contributions to the socio-educational intervention. The European Proceedings of Social & Behavioural Sciences, 278-287.
  • Fernández-Zabala, A., Goñi, E., Camino, I., & Zulaika, L.M. (2016). Family and school context in school engagement. European Journal of Education and Psychology, 9(2), 47-55.
  • Fredricks, J., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. What do children need to flourish?, 305-321.
  • Fuentes, M.C., García, F., Gracia, E., & Alarcón, A. (2015). Los estilos parentales de socialización y el ajuste psicológico. Un estudio con adolescentes españoles. Revista de Psicodidáctica, 20(1), 117-138.
  • Fuentes, M.J., Motrico, E., & Bersabé, R.M. (1999). Escala de Afecto (EA) y Escala de Normas y Exigencias (ENE): Versión hijos y versión padres. Málaga: Universidad de Málaga.
  • García, F., & Gracia, E. (2010). ¿Qué estilo de socialización parental es el idóneo en España? Un estudio con niños adolescentes de 10 a 14 años. Infancia y Aprendizaje, 33(3), 365-384.
  • García, M.E., Gutiérrez, A.B., Tuero, E., Cerezo, R., & Nuñez, J.C. (2016). El contexto sí importa: identificación de relaciones entre el abandono de titulación y variables contextuales. European Journal of Education and Psychology, 9, 79-88.
  • García, F.J., & Rosel, J. (1999). Características familiares y estimación de los resultados educativos de los alumnos por el profesor. Psicothema, 11(3), 587-600.
  • García, M.C., Cerezo, M.T., de la Torre, M.J., Carpio, M.V., & Casanova, P.F. (2011). Prácticas educativas paternas y problemas internalizantes y externalizantes en adolescentes españoles. Psicothema, 23(4), 654-659.
  • Garg, R., Levin, E., Urajnik, D., & Kauppi, C. (2005). Parenting style and academic achievement for East Indian and Canadian adolescents. Journal of Comparative Family Studies, 36(4), 653-661.
  • Gaylord, N.K., Kitzmann, K.M., & Lockwood, R.L. (2003). Child characteristics as moderators of the association between family stress and children's internalizing, externalizing, and peer rejection. Journal of Child and Family Studies, 12(2), 201-213.
  • Gray, M.R., & Steinberg, L. (1999). Unpacking authoritative parenting: Reassessing a multidimensional construct. Journal of Marriage and the Family, 61(3), 574-587.
  • Gruman, D.H., Harachi, T.W., Abbott, R.D., Catalano, R.F., & Fleming, C.B. (2008). Longitudinal effects of student mobility on three dimensions of elementary school engagement. Child development, 79(6), 1833-1852.
  • Hughes, J.N., & Chen, Q. (2011). Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental Psychology, 32(5), 278-287.
  • Huver, R.M.E., Otten, R., De Vries, H., & Engels, R.M.E. (2010). Personality and parenting style in parents of adolescents. Journal of Adolescence, 33, 395-402.
  • Im-Bolter, N., Yaghoub Zadeh, Z., & Ling, D. (2013). Early parenting beliefs and academic achievement: The mediating role of language. Early Child Development and Care, 183(12), 1811-1826.
  • Ishak, Z., Fin-Low, S., & Li-Lau, P. (2012). Parenting style as a moderator for students’ academic achievement. Journal of Science Education & Technology, 21, 487-493.
  • King, R.B., & Ganotice, F.A. (2014). What’s happening to our boys? a personal investment analysis of gender differences in student motivation. The Asia-Pacific Education Researcher, 23(1), 151-157.
  • Klein, H.A., & Ballantine, J. (2001). For parents particularly: Raising competent kids: The authoritative parenting style. Childhood Education, 78(1), 46-47.
  • Maccoby, E.E., & Martin, J.A. (1983). Socialization in the context of the family: Parent-child interaction. En P.H. Mussen y E.M. Hetherington (Eds), Handbook of child psychology: Socialization, personality, and social development (pp.1–100). New York: Wiley.
  • Masud, H., Thurasamy, R., & Ahmad, M.S. (2015). Parenting styles and academic achievement of young adolescents: A systematic literature review. Quality & Quantity, 49(6), 2411-2433.
  • Milevsky, A., Schlechter, M., & Netter, S. (2007). Maternal and paternal parenting styles in adolescents: associations with self-esteem, depression and life-satisfaction. Journal of Child and Family Studies, 16, 39-47.
  • Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth. The Journal of Early Adolescence, 29(3), 376-404.
  • Ou, S.R. (2005). Pathways of long-term effects of an early intervention program on educational attainment: Findings from the Chicago longitudinal study. Journal of Applied Developmental Psychology, 26(5), 578-611.
  • Pelegrina, S., Linares, M.C.G., & Casanova, P.F. (2002). Los estilos educativos de los padres y la competencia académica de los adolescentes. Infancia y aprendizaje, 25(2), 147-168.
  • Perdue, N.H., Manzeske, D.P., & Estell, D.B. (2009). Early predictors of school engagement: Exploring the role of peer relationships. Psychology in the Schools, 46(10), 1084-1097.
  • Pong, S.L., Hao, L., & Gardner, E. (2005). The roles of parenting styles and social capital in the school performance of immigrant Asian and Hispanic adolescents. Social Science Quarterly, 86(4), 928-950.
  • Prevatt, F.F. (2003). The contribution of parenting practices in a risk and resiliency model of children's adjustment. British Journal of Developmental Psychology, 21(4), 469-480.
  • Ramos-Díaz, E., Rodríguez-Fernández, A., & Revuelta, L. (2016). Validation of the Spanish Version of the School Engagement Measure (SEM). The Spanish Journal of Psychology, 19, e86, 1-9.
  • Ramos-Díaz, E., Rodríguez-Fernández, A., Revuelta, L., & Axpe, I. (2016). El rol mediador de la implicación escolar sobre el apoyo del profesorado y la satisfacción con la vida. European Journal of Investigation in Health, Psychology and Education, 6(3), 177-191.
  • Ramos-Díaz, E., Rodríguez-Fernández, A., Fernández-Zabala, A., Revuelta, L., & Zuazagoitia, A. (2016). Apoyo social percibido, autoconcepto e implicación escolar de estudiantes adolescentes. Revista de Psicodidáctica, 21(2), 339-356.
  • Rinaldi, C.M., & Howe, N. (2012). Mothers’ and fathers’ parenting styles and associations with toddlers’ externalizing, internalizing, and adaptive behaviors. Early Childhood Research Quarterly, 27(2), 266–273.
  • Rodríguez-Fernández, A., Droguett, L., & Revuelta, L. (2012). School and personal adjustment in adolescence: The role of academic self-concept and perceived social support. Revista de Psicodidáctica, 17(2), 397-414.
  • Rodríguez-Fernández, A., Ramos-Díaz, E., Fernández-Zabala, A., Goñi, E., Esnaola, I., & Goñi, A. (2016). Contextual and psychological variables in a descriptive model of subjective well-being and school engagement. International Journal of Clinical and Health Psychology, 16(2), 166-174.
  • Rohner, R.P., & Khaleque, A. (2010). Testing central postulates of parental acceptance‐rejection theory (PARTheory): A meta‐analysis of cross‐cultural studies. Journal of Family Theory & Review, 2(1), 73-87
  • Ruiz de Miguel, C. (2001). Factores familiares vinculados al bajo rendimiento. Revista complutense de educación, 12(1), 81-92.
  • Simons-Morton, B., & Chen, R. (2009). Peer and parent influences on school engagement among early adolescents. Youth & Society, 41(1), 3-25.
  • Sinclair, M.F., Christenson, S.L., Lehr, C.A., & Anderson, A.R. (2003). Facilitating Student Engagement: Lessons Learned from Check and Connect Longitudinal Studies. California School Psychologist, 8, 29-41.
  • Tiller, A.E., Garrison, M.E.B., Block, E.B., Cramer, K., & Tiller, V. (2003) The influence of parenting styles on children’s cognitive development. Undergrad Res J Hum Sci, 2, 1–21.
  • Torrente, G., & Vazsonyi, A.T. (2008). Brief Report: The salience of the family in antisocial and delinquent behaviors among Spanish adolescents. The Journal of Genetic Psychology, 169(2), 187-198.
  • Veiga, F.H., Bahia, S., Nogueira, J., Melo, M., Caldeira, S., Festas, I.,… Carvalho, C. (2012). Portuguese adaptation of Students Engagement in School International Scale (SESIS). Proceedings. In International Conference of Education, Research and innovation (pp. 3356-3362). International Conference of Education, Research and Innovations.
  • Wang, M.T., & Eccles, J.S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895.
La source de données: Dialnet