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Parents’ and adolescents’ perceptions of parental support as predictors of adolescents’ academic achievement and self-regulated learning

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  • Choe, Danbi

Abstract

This study examined the inconsistencies in parents’ and adolescents’ reports of parental support, and how each report influences on adolescents’ academic achievement and self-regulated learning. The analyzed sample consisted of 6370 adolescents (7th grade; 51% female) and their parents from the Korean Educational Longitudinal Survey, which was collected in 2015. This study estimated t-test and ANOVA to test inconsistencies of parents' and adolescents' reports of parental support. Path analysis was conducted to confirm the relationship between each perception and adolescents’ academic outcomes. Finally, multigroup analysis was conducted on how the model between parental support and academic outcomes changes across the parent-adolescent dyads. This study found that there was the divergence of adolescents’ and parents’ reports of parental support. Adolescents’ report of parental support is more associated with higher adolescent academic outcomes compared to parents’ report, but parents’ report of academic support is the strongest predictor to adolescents’ academic achievement. This study also found some variations among the parent-adolescent dyads in how parents’ and adolescents’ reports of parental support relate to adolescent outcomes.

Suggested Citation

  • Choe, Danbi, 2020. "Parents’ and adolescents’ perceptions of parental support as predictors of adolescents’ academic achievement and self-regulated learning," Children and Youth Services Review, Elsevier, vol. 116(C).
    • Handle: RePEc:eee:cysrev:v:116:y:2020:i:c:s0190740920300189
    DOI: 10.1016/j.childyouth.2020.105172
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    1. Steenkamp, Jan-Benedict E M & Baumgartner, Hans, 1998. "Assessing Measurement Invariance in Cross-National Consumer Research," Journal of Consumer Research, Journal of Consumer Research Inc., vol. 25(1), pages 78-90, June.
    2. Joyce J Endendijk & Marleen G Groeneveld & Marian J Bakermans-Kranenburg & Judi Mesman, 2016. "Gender-Differentiated Parenting Revisited: Meta-Analysis Reveals Very Few Differences in Parental Control of Boys and Girls," PLOS ONE, Public Library of Science, vol. 11(7), pages 1-33, July.
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    Cited by:

    1. Jesús de la Fuente & Erika Andrea Malpica-Chavarria & Angélica Garzón-Umerenkova & Mónica Pachón-Basallo, 2021. "Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age," IJERPH, MDPI, vol. 18(17), pages 1-18, August.

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