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Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents

Author

Listed:
  • María C. Fuentes

    (Department of Methodology of the Behavioral Sciences, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

  • Rafael García-Ros

    (Department of Developmental and Educational Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

  • Francisco Pérez-González

    (Department of Developmental and Educational Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

  • Dolores Sancerni

    (Department of Methodology of the Behavioral Sciences, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

Abstract

Research has repeatedly highlighted the important influence of parental socialization styles on children’s psychosocial adjustment. However, previous studies about their effects on school adjustment have traditionally addressed a limited set of indicators, such as academic achievement or self-concept, which should be broadened in order to increase our level of knowledge about this topic. Thus, the aim of the present study was to analyze the relationships between parenting styles and other relevant school adjustment criteria (self-regulated learning and academic stress) in adolescence. The study participants were 437 Spanish adolescents (44.7% men) from 12 to 18 years old ( M = 14.55, SD = 1.80) who were enrolled in high school. A multivariate factorial design (parenting × sex × educational level) was used for each set of criteria. The results are consistent with previous research, showing that the indulgent style was related to better school adjustment during adolescence, evaluated through self-regulated learning and academic stress, thus increasing the available evidence about the influence of parenting styles in this setting. Additionally, this relationship remains invariant with regard to sex and the educational level of the participants in the study. Therefore, this study highlights the importance of parenting practices related to high acceptance/involvement for the adequate school adjustment of Spanish adolescents.

Suggested Citation

  • María C. Fuentes & Rafael García-Ros & Francisco Pérez-González & Dolores Sancerni, 2019. "Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents," IJERPH, MDPI, vol. 16(15), pages 1-19, August.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:15:p:2778-:d:254516
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    References listed on IDEAS

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    Cited by:

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    2. Ronghua Zhang & Huanrong Zhang & Xiaofeng Guo & Jiali Wang & Zhongxiang Zhao & Lean Feng, 2022. "Relationship between Helicopter Parenting and Chinese Elementary School Child Procrastination: A Mediated Moderation Model," IJERPH, MDPI, vol. 19(22), pages 1-14, November.
    3. Pilar Ridao & Isabel López-Verdugo & Carmen Reina-Flores, 2021. "Parental Beliefs about Childhood and Adolescence from a Longitudinal Perspective," IJERPH, MDPI, vol. 18(4), pages 1-17, February.
    4. Serin Kim & Wonjeong Chae & Seung Heon Min & Yerim Kim & Sung-In Jang, 2019. "Alcohol Consumption Frequency of Parents and Stress Status of Their Children: Korea National Health and Nutrition Examination Survey (2007–2016)," IJERPH, MDPI, vol. 17(1), pages 1-13, December.
    5. Isabel Martinez & Fernando Garcia & Feliciano Veiga & Oscar F. Garcia & Yara Rodrigues & Emilia Serra, 2020. "Parenting Styles, Internalization of Values and Self-Esteem: A Cross-Cultural Study in Spain, Portugal and Brazil," IJERPH, MDPI, vol. 17(7), pages 1-18, March.

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