NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1054521
Record Type: Journal
Publication Date: 2014-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0022-0663
Maternal Parenting Styles, School Involvement, and Children's School Achievement and Conduct in Singapore
Stright, Anne Dopkins; Yeo, Kim Lian
Journal of Educational Psychology, v106 n1 p301-314 Feb 2014
This study examined the roles of children's perceptions of maternal parenting styles (warmth, psychological control, and behavioral control) and maternal involvement in school-focused parenting practices (home-based involvement, home-school conferencing, and school-based involvement) predicting children's school achievement and conduct in Singapore. Students (N = 712) in 3rd, 4th, 5th, and 6th grades completed questionnaires on their mothers' parenting styles and school-focused parenting practices. Student achievement and conduct were assessed using achievement tests and conduct grades. Achievement was predicted by parenting styles (warmth, behavioral control, and psychological control) after adjusting for gender, grade, ethnicity, and maternal education. School-focused parenting practices predicted achievement and conduct after adjusting for parenting styles. Parenting styles moderated the relationships among parenting practices and achievement and conduct. Maternal warmth increased the relationship between maternal school-based involvement and children's achievement. In addition, behavioral control increased the relationship between home-based involvement and appropriate school conduct. Gender and grade also moderated the relationships among parenting styles and school involvement and achievement. The relationship between warmth and achievement was stronger for girls than boys, whereas there was a stronger relationship between home-based school involvement and achievement for boys than for girls. Warmth predicted achievement in 3rd grade but not in the older grades. Overall, the findings provide support for the hypothesis that school-focused parenting practices predict achievement and conduct after adjusting for parenting styles and for the hypothesis that parenting styles moderate parenting practices.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore