Perceived Legitimacy of Parental Control over Academic Behaviors and Adolescent Students' Academic Adjustment

Autor/in	Bernardo, Allan B. I.
Titel	Perceived Legitimacy of Parental Control over Academic Behaviors and Adolescent Students' Academic Adjustment
Quelle	In: European Journal of Psychology of Education, 27 (2012) 4, S.557-571 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-011-0095-0
Schlagwörter	Factor Analysis; Learning Activities; Adolescents; Parent Child Relationship; Rejection (Psychology); Academic Achievement; Parenting Styles; Student Adjustment; Student Attitudes; Age Differences; Correlation; Student Behavior; Behavior Problems; Academic Ability; Self Concept + Suchen Sie Ihr Suchwort? Faktorenanalyse; Lernaktivität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ablehnung; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Korrelation; Student behaviour; Selbstkonzept
Abstract	Perceived legitimacy of parental control over adolescents' academic life was investigated by asking 1,088 Filipino adolescents to indicate who they thought should decide on a range of academic issues. Exploratory factor analysis suggested three factors: learning activities, academic participation, and academic options. Respondents rejected parental authority on issues related to learning activities, but indicated that issues of academic participation and options should be decided jointly with their parents. In all domains, students in higher school levels more strongly rejected parental authority compared to students in lower school levels. Finally, there were distinct relationships between legitimacy perceptions and academic adjustment: Adjustment was positively associated with rejection of parental authority over learning activities (higher academic efficacy and lower self-reported disruptive behaviors), but negatively associated with rejection of parental authority over academic participation (higher self-reported disruptive behaviors). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10