Direct and indirect effects of strength‐based parenting on adolescents’ school outcomes: Exploring the role of mental toughness

Abstract

Introduction:Strength-based parenting defined as recognizing and cultivating strengths in children is potentially linked to important child and adolescent outcomes. In this study, direct and indirect effects (via mental toughness) of strength-based parenting on adolescents' school outcomes, particularly, school engagement and burnout were examined. Methods:The sample consisted of 350 high school students (ages 14-18 years; 49.7% female) using multistage cluster sampling from central school district of city of Aydın, Turkey. Participants completed a battery of questionnaires that assess strength-based parenting, mental toughness, school engagement, and burnout.Results: Results showed that strength-based parenting is significantly and directly related to higher levels of school engagement, but not to school burnout. Furthermore, indirect effects of strength-based parenting on both school engagement and burnout through the mechanism of mental toughness were statistically significant. A series of multigroup post hoc analyses suggested that the structural model was robust across gender and age. Conclusions:The present findings suggest that strength-based parenting plays a crucial role on adolescents' school outcomes and these links are mediated by mental toughness. Implications and suggestions for future research are also discussed.

Strength-Based Parenting and Well-Being in Adolescence [Strength-Based Parenting dan Kesejahteraan Remaja]

“…Based on a recent search in Google Scholar, there were only 13 journal publications on strength-based parenting (SBP). Nine of them were the studies conducted in Western countries such as Australia and Canada (e.g., Jach et al, 2018;Loton & Waters, 2017;Waters, 2015a;Waters & Sun, 2016), whereas the studies in the non-Western context involved adult participants from Peru (Zavala & Waters, 2020), adolescents from Turkey (Sağkal, 2019;Sağkal & Özdemir, 2019), and adolescents from Indonesia (Sumargi & Firlita, 2020). Thus, strength-based parenting (SBP) research in the Eastern context such as Indonesia is warranted, not only because it is understudied, but also because differences in parenting style and practices between parents from the Western and Eastern cultures might affect the findings.…”

“…Berdasarkan pencarian terkini di Google Cendikia, hanya terdapat 13 publikasi jurnal ilmiah dengan topik strength-based parenting (SBP). Sembilan di antaranya dilakukan di negara Barat seperti Australia dan Kanada (Jach et al, 2018;Loton & Waters, 2017;Waters, 2015a;Waters & Sun, 2016), sementara studi di negara-negara lain melibatkan partisipan dewasa dari Peru (Zavala & Waters, 2020), remaja dari Turki (Sağkal, 2019;Sağkal & Özdemir, 2019), dan remaja dari Indonesia (Sumargi & Firlita, 2020). Sebab itu diperlukan penelitian strength-based parenting (SBP) dalam konteks budaya Timur seperti di Indonesia, bukan hanya karena topik riset ini masih kurang dipelajari, namun juga karena perbedaan dalam pola asuh dan perbedaan praktik pengasuhan antara orang tua di budaya Barat dengan di budaya Timur dapat memengaruhi temuan.…”

Family environment and school engagement:An investigation of cross‐lagged effects

“…Because of the high‐stakes assessments in the Turkish education system, parents often enlist tutoring services to prepare their children for exam success (Altinyelken, 2013; Basol & Kabun, 2014). Recent research strongly suggests that supportive parenting practices and private preparation courses are linked to success on placement tests among Turkish youth (e.g., Basol & Zabun, 2014; Sağkal, 2019; Şad, 2012). Even though Turkish researchers have found links between parental involvement and academic performance, the Turkish educational system provides an excellent opportunity to evaluate whether the family environment and school environment are reciprocally linked .…”

“…Family functioning is known to have long‐term effects on child and adolescent development and adjustment. Longitudinal studies (Wang et al, 2012) and cross‐sectional studies (Carter, McGee, Taylor, & Williams, 2007; Sağkal, 2019) have found evidence that links family functioning to school engagement. Most research has focused on the causal association between family effects and school engagement (Bartle‐Haring & Younkin, 2012; Sinclair, Christenson, Lehr, & Anderson, 2014 Tang, Sandoval & Liu, 2018).…”

School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China

“…The bidirectional interactions between adolescents and the microsystem context directly influence adolescents’ development. Microsystems, such as family context, have typically been proven to influence adolescents’ academic activities ( Sağkal, 2019 ).…”