Sources of evaluation of parental behaviors as predictors of achievement outcomes

Sources of evaluation of parental behaviors as predictors of achievement outcomes Parents contribute to their children’s academic achievements by supporting their basic psychological needs. Parents’ need supporting behaviors (NSB) were expected to predict positive academic outcomes such as students’ academic performance and persistence intentions. The present study tested the contribution of parental NSB by distinguishing which of the source of evaluation (parent or adolescent) or specific NSB (autonomy support, involvement, structure) was a better predictor of youths’ academic performance and persistence intentions. This prospective study used a sample of 435 mother–adolescent dyads and 246 father–adolescent dyads, who completed two questionnaires a year apart. Results suggested that poor agreement between sources precluded the adoption of a multitrait-multimethod model. Using distinct factors for mothers, fathers, and adolescents to evaluate each NSB, different predictions were found for each outcome. Our results showed stronger contributions for paternal behaviors than for maternal ones, from the perspective of both students and their parents. These findings are examined in light of theories and research on parenting and education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Motivation and Emotion Springer Journals

Sources of evaluation of parental behaviors as predictors of achievement outcomes

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Publisher
Springer Journals
Copyright
Copyright © 2018 by Springer Science+Business Media, LLC, part of Springer Nature
Subject
Psychology; Psychology, general; Personality and Social Psychology; Clinical Psychology
ISSN
0146-7239
eISSN
1573-6644
D.O.I.
10.1007/s11031-018-9692-4
Publisher site
See Article on Publisher Site

Abstract

Parents contribute to their children’s academic achievements by supporting their basic psychological needs. Parents’ need supporting behaviors (NSB) were expected to predict positive academic outcomes such as students’ academic performance and persistence intentions. The present study tested the contribution of parental NSB by distinguishing which of the source of evaluation (parent or adolescent) or specific NSB (autonomy support, involvement, structure) was a better predictor of youths’ academic performance and persistence intentions. This prospective study used a sample of 435 mother–adolescent dyads and 246 father–adolescent dyads, who completed two questionnaires a year apart. Results suggested that poor agreement between sources precluded the adoption of a multitrait-multimethod model. Using distinct factors for mothers, fathers, and adolescents to evaluate each NSB, different predictions were found for each outcome. Our results showed stronger contributions for paternal behaviors than for maternal ones, from the perspective of both students and their parents. These findings are examined in light of theories and research on parenting and education.

Journal

Motivation and EmotionSpringer Journals

Published: Apr 7, 2018

References

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