This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Wentzel, K. R. Articles by Weinberger, D. A. Search for Related Content Social Bookmarking                         What's this?

Parental Child Rearing and Academic Achievement in Boys

The Mediational Role of Social-Emotional Adjustment

University of Maryland

S. Shirley Feldman

Stanford University

Daniel A. Weinberger

Case Western Reserve University

This study investigated two nonintellectual factors that may partly explain the relation between parenting and academic achievement-sons' self-restraint and emotional adjustment-in a sample of 85 sixth-grade boys. Results of multiple regression techniques indicated that sons' reports of mothers' harsh and inconsistent discipline were related both directly and negatively to sons' classroom grades and indirectly via sons' global distress and low cognitive self-worth. Fathers' harsh and inconsistent discipline was related only indirectly to sons' grades by way of its independent association with sons' distress and low self-restraint. In general, these results were replicated when standardized test scores were substituted into the model. These findings underscore the critical contribution of social and emotional development to academic and intellectual achievements, and the key role of parent-child relationships in influencing such development.

The Journal of Early Adolescence, Vol. 11, No. 3, 321-339 (1991)
DOI: 10.1177/0272431691113002


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				D. J. Repinski and S. M. Shonk Mothers' and Fathers' Behavior, Adolescents' Self-Representations, and Adolescents' Adjustment:: A Mediational Model The Journal of Early Adolescence, November 1, 2002; 22(4): 357 - 383. [Abstract] [PDF]

				O. Aviezer, G. Resnick, A. Sagi, and M. Gini School competence in young adolescence: Links to early attachment relationships beyond concurrent self-perceived competence and representations of relationships International Journal of Behavioral Development, September 1, 2002; 26(5): 397 - 409. [Abstract] [PDF]

				L. SHUMOW, D. L. VANDELL, and J. K. POSNER Harsh, Firm, and Permissive Parenting in Low-Income Families: Relations to Children's Academic Achievement and Behavioral Adjustment Journal of Family Issues, September 1, 1998; 19(5): 483 - 507. [Abstract]

				A. L. Pincus and L. F. Boekman Social Emotional Adjustment and Interpersonal Problems: A Circumplex Analysis of the Weinberger Adjustment Typology Assessment, March 1, 1995; 2(1): 65 - 80. [Abstract]

				K. R. Wentzel Family Functioning and Academic Achievement in Middle School A Social-Emotional Perspective The Journal of Early Adolescence, May 1, 1994; 14(2): 268 - 291. [Abstract]

				K. R. Wentzel and S. S. Feldman Parental Predictors of Boys' Self-Restraint and Motivation to Achieve at School: A Longitudinal Study The Journal of Early Adolescence, May 1, 1993; 13(2): 183 - 203. [Abstract]