Does Adolescents' Disclosure to their Parents Matter for their Academic Adjustment?

Autor/inn/en	Cheung, Cecilia S.-S.; Pomerantz, Eva M.; Dong, Wei
Titel	Does Adolescents' Disclosure to their Parents Matter for their Academic Adjustment?
Quelle	In: Child Development, 84 (2013) 2, S.693-710 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
Schlagwörter	Adolescents; Parent Child Relationship; Self Disclosure (Individuals); Foreign Countries; Cross Cultural Studies; Grade 7; Grade 8; Cultural Differences; Parenting Styles; Student Adjustment; Student Motivation; Learning Strategies; Grades (Scholastic); Predictor Variables; Personal Autonomy; Socialization; Study Habits; Academic Achievement; Structural Equation Models; Regression (Statistics); China; Illinois; Inventory of Parent and Peer Attachment + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Cultural comparison; Kulturvergleich; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Kultureller Unterschied; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Notenspiegel; Prädiktor; Individuelle Autonomie; Socialisation; Sozialisation; Study behavior; Study behaviour; Studienverhalten; Schulleistung; Regression; Regressionsanalyse
Abstract	The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents' autonomy support and control. Information about multiple dimensions of adolescents' academic adjustment (e.g., learning strategies, autonomous vs. controlled motivation, and grades) was also obtained. Both American and Chinese adolescents' disclosure predicted their enhanced academic adjustment over time. However, when American adolescents disclosed in a negative context (e.g., a poor parent-child relationship or controlling parenting), their autonomous (vs. controlled) motivation was undermined. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10