Psychology

Parent styles associated with children's self-regulation and competence in school

Document Type

Article

Abstract

This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3-6, using a structured interview. Construct validity data for the interview ratings suggested that the three parent dimensions were reliable, relatively independent, and correlated with other parent measures in hypothesized ways. Aspects of children's self-regulation and competence were measured through children's self-reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's self-reports of autonomous self-regulation, teacher-rated competence and adjustment, and school grades and achievement. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were obtained for father involvement. The structure dimension was primarily related to children's control understanding. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence.

Publication Title

Journal of Educational Psychology

Publication Date

1989

Volume

81

Issue

2

First Page

143

Last Page

154

ISSN

0022-0663

DOI

10.1037/0022-0663.81.2.143

Keywords

parent style, self regulation & adjustment & achievement & competence in school, 3rd–6th graders

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