Parental Warmth, Control, and Involvement in Schooling

Kim, Kyoungho; Rohner, Ronald P.

doi:10.1177/0022022102033002001

Cited by 170 publications

(49 citation statements)

References 34 publications

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“…In contrast, there was no significant relationship between authoritarian parenting style and school achievement. The present finding is similar to the findings by Kim and Rohner (2002), Park andBauer (2002), andOlige (2008). Authoritarian parents tend to practice rigid and high level of monitoring.…”

Section: Discussionsupporting

confidence: 93%

Relationship between Parenting Style and Academic Achievement among Iranian Adolescents in Sirjan

Dehyadegary¹,

Yaacob²,

Juhari³

et al. 2011

ASS

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The purpose of the present study was to determine the relationship between parenting styles and academic achievement among adolescents in Iran. The respondents were 382 high school adolescents (251 female and 131 male) in the age range of 15 to 18 years old from selected high schools in Iran. The instrument used to measure parenting style was the parenting style scale by Baumrind (1991). The result of the study indicated that authoritative parenting style has positive significant correlation with academic achievement, while permissive parenting style has negative correlation with academic achievement. The result of the study also showed that there is no significant relationship between authoritarian parenting style and academic achievement. The results of the present study implied that academic achievement among adolescents can be enhanced through positive parenting style. Thus, it is recommended that parents be equipped with knowledge and skills appropriate to the needs and development of their adolescents children.

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Section: Discussionsupporting

confidence: 93%

Relationship between Parenting Style and Academic Achievement among Iranian Adolescents in Sirjan

Dehyadegary¹,

Yaacob²,

Juhari³

et al. 2011

ASS

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“…For instance, Paulson and Sputa [63] reported that adolescents (and parents) perceived mothers to be more involved in schooling at home (e.g., helping with schoolwork) and at school (e.g., attending school events) than fathers, although youth did not perceive differences between mothers and fathers in academic socialization (e.g., expectations about academic achievement). Kim and Rohner [64] reported that father involvement, but not mother involvement, mediated the relationship between father warmth and academic achievement in a sample of Korean families.…”

Section: Differences Between Mother and Father Involvementmentioning

confidence: 99%

Do parent–child acculturation gaps affect early adolescent Latino alcohol use? A study of the probability and extent of use

Cox

Roblyer

Merten

et al. 2013

Subst Abuse Treat Prev Policy

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The literature has been mixed regarding how parent–child relationships are affected by the acculturation process and how this process relates to alcohol use among Latino youth. The mixed results may be due to, at least, two factors: First, staggered migration in which one or both parents arrive to the new country and then send for the children may lead to faster acculturation in parents than in children for some families. Second, acculturation may have different effects depending on which aspects of alcohol use are being examined. This study addresses the first factor by testing for a curvilinear trend in the acculturation-alcohol use relationship and the second by modeling past year alcohol use as a zero inflated negative binomial distribution. Additionally, this study examined the unique and mediation effects of parent–child acculturation discrepancies (gap), mother involvement in children’s schooling, father involvement in children’s schooling, and effective parenting on youth alcohol use during the last 12 months, measured as the probability of using and the extent of use. Direct paths from parent–child acculturation discrepancy to alcohol use, and mediated paths through mother involvement, father involvement, and effective parenting were also tested. Only father involvement fully mediated the path from parent–child acculturation discrepancies to the probability of alcohol use. None of the variables examined mediated the path from parent–child acculturation discrepancies to the extent of alcohol use. Effective parenting was unrelated to acculturation discrepancies; however, it maintained a significant direct effect on the probability of youth alcohol use and the extent of use after controlling for mother and father involvement. Implications for prevention strategies are discussed.

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“…Other commonly used scales that measure the four parenting styles though two dimensions are the Warmth/Affection Scale (WAS; Rohner et al, 1978; Rohner, 2005) and the Parental Control Scale (PCS; Rohner, 1989; Rohner and Khaleque, 2003). These two scales have been used jointly to create the four parenting styles typology (Kim and Rohner, 2002). The WAS measures the extent to which adolescents perceive their parents as loving, responsive, and involved, whereas the PCS assesses the extent to which an adolescent perceives strict parental control in their parents’ behavior.…”

Section: Introductionmentioning

confidence: 99%

English Validation of the Parental Socialization Scale—ESPA29

et al. 2017

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Parenting styles have traditionally been studied following the classical two-dimensional orthogonal model of parental socialization. The Parental Socialization Scale ESPA29 is used to measure the four styles of parental socialization through the acceptance/involvement and strictness/imposition dimensions. The ESPA29 scale is a developmentally appropriate measure of parenting styles, which has been validated in several languages including Spanish, Italian, and Brazilian Portuguese. In this study, the English translation of the ESPA29 was evaluated. The objective of the work is to test the ESPA29’s structure of parenting practices with a United States sample measuring parenting practices using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The scores of fathers’ and mothers’ behavioral practices toward their children were obtained for a sample of 911 United States adolescents between 14 and 18 years of age. First, the total sample was split and a principal components analysis with varimax rotation was carried out with one of the two halves. EFA showed a two-factor structure fully congruent with the theoretical model for mothers’ and fathers’ scores. Next, a CFA was calculated on the second half by using the factor structure obtained in the previous EFA. The CFA replicated the two-factor structure with appropriate fit index. The seven parenting practices that were measured loaded appropriately on the acceptance/involvement and strictness/imposition dimensions. Then, the multigroup analysis between girls and boys showed equal loading in the factors and equal covariation between the acceptance/involvement and the strictness/imposition dimensions. Additionally, the two dimensions of the ESPA29 scale were related to self-esteem in order to obtain an external validity index. The findings confirm the invariant structure of the ESPA29 was in the United States and their equivalence in both fathers’ and mothers’ scores. These findings validate the instrument and confirm its applicability in cross-cultural research on parenting practices and child adjustment.

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Parental Warmth, Control, and Involvement in Schooling

Cited by 170 publications

References 34 publications

Relationship between Parenting Style and Academic Achievement among Iranian Adolescents in Sirjan

Relationship between Parenting Style and Academic Achievement among Iranian Adolescents in Sirjan

Do parent–child acculturation gaps affect early adolescent Latino alcohol use? A study of the probability and extent of use

English Validation of the Parental Socialization Scale—ESPA29

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