Effects of different facets of paternal and maternal control behaviour on early adolescents' perceived academic competence.

Autor/inn/en	Stutz, Melanie; Schwarz, Beate
Titel	Effects of different facets of paternal and maternal control behaviour on early adolescents' perceived academic competence. Gefälligkeitsübersetzung: Auswirkungen unterschiedlicher Aspekte mütterlichen und väterlichen Kontrollverhaltens auf die wahrgenommene akademische Kompetenz bei jungen Heranwachsenden.
Quelle	In: European journal of developmental psychology, 11 (2014) 2, S. 227-241 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1740-5610; 1740-5629
DOI	10.1080/17405629.2013.867846
Schlagwörter	Kompetenz; Autoritäre Erziehung; Erziehungsstil; Einstellung (Psychologie); Selbstkonzept; Mutter; Eltern; Schüler; Engagement; Jugendlicher
Abstract	Examined how different aspects of paternal and maternal control behaviors influence the perceived academic competence of early adolescents indirectly via their engagement with school. The analyses are based on a longitudinal study with two waves that were separated by 12 months. Participants were 228 early adolescents (50% girls) with a mean age of 12 years at the outset. Parental authoritarian control was assessed with a translated version of the Parenting Practices Questionnaire (PPQ), school engagement with items from the Skala zur Schulfreude and the Skala zur Anstrengungsbereitschaft (German scales measuring school enjoyment and school effort), and perceived school competence with the Fragebogen zur Erfassung von Selbst- und Kompetenzeinschätzungen bei Kindern (FSK-K, German version of Self-Perception Profile for Children). Results of structural equation modeling analyses using bootstrapping procedures show that parental supervision was indirectly related to the perceived academic competence of adolescents via their engagement with school, whereas parental authoritarian control was only linked to engagement with school. It is concluded that parental control is multifaceted and that both parents are important for the academic success of adolescents. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3