The role of parental control in predicting school achievement independent of intelligence.

Autor/inn/en	Su, Ying; Doerr, Heike S.; Johnson, Wendy; Shi, Jiannong; Spinath, Frank M.
Titel	The role of parental control in predicting school achievement independent of intelligence. Gefälligkeitsübersetzung: Die Rolle der elterlichen Kontrolle bei der Vorhersage von Schulleistungen, die von der Intelligenz unabhängig sind.
Quelle	In: Learning and individual differences, (2015) 37, S. 203-209Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2014.11.023
Schlagwörter	Erziehungsstil; Einstellung (Psychologie); Intelligenz (Psychologie); Interpersonale Interaktion; Wahrnehmung; Eltern; Kind; Elternmitwirkung; Grundschule; Schüler; Kontrolle; Leistung
Abstract	Examined whether parental control predicts school achievement independent of cognitive ability. 310 children (mean age 9 years) completed the Culture-Fair Intelligence Test (CFT 20-R) and provided school grades. Children and parents both completed a modified achievement-oriented control subscale based on the Children's Perceptions of Parents Scale. Results showed a high correlation between child-perceived and parent-perceived control indicating that reports of parenting are reliable and, surprisingly, that parents were not reluctant to acknowledging using intrusive control. Moreover, findings confirmed results from prior studies showing that children's and parents' reports of parental control showed moderate negative associations with children's school achievement independent of intelligence. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3