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. 2019 Mar 27;16(7):1089.
doi: 10.3390/ijerph16071089.

Raising Children with Poor School Performance: Parenting Styles and Short- and Long-Term Consequences for Adolescent and Adult Development

Oscar F Garcia  1 , Emilia Serra  2
Affiliations

Raising Children with Poor School Performance: Parenting Styles and Short- and Long-Term Consequences for Adolescent and Adult Development

Oscar F Garcia et al. Int J Environ Res Public Health. .

Abstract

This study examines the correlates of authoritative (warmth and strictness), indulgent (warmth but not strictness), authoritarian (strictness but not warmth), and neglectful (neither warmth nor strictness) parenting with short- and long-term socialization outcomes in adolescents and adults, with and without poor school performance during adolescence. Short- and long-term socialization outcomes were captured by multidimensional self-esteem (academic/professional, emotional, and family), psychological maturity (self-competence, social competence, and empathy), and emotional maladjustment (nervousness, emotional instability, and hostility). Participants (1195 female and 874 male) consisted of a community sample of adolescents (n = 602), young adults (n = 610), middle-aged adults (n = 469) and older adults (n = 388). Design was a 4 × 3 × 2 × 4 MANOVA (parenting style × school performance × sex × age). Results indicated that the relationship between parenting styles and children's socialization outcomes does not vary as a function of school performance. The link between parenting styles and socialization outcomes shares a common short- and long- term pattern in adolescents and adults: Indulgent parenting was related to equal or even better socialization outcomes than authoritative parenting, whereas authoritarian and neglectful styles were associated with the worst socialization outcomes.

Keywords: adolescence; adult development; culture; parenting styles; school performance.

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Conflict of interest statement

The authors declare no conflict of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the decision to publish the results.

Figures

Figure 1
Figure 1
Interactions for parenting style by age. (a) Family self-esteem, (b) self-competence, (c) social competence, and (d) empathy.
Figure 2
Figure 2
Interactions for school performance and sex. (a) Family self-esteem, (b) empathy, (c) nervousness, (d) emotional instability, and (e) hostility. Interactions for school performance and age. (f) Academic/professional self-esteem.
Figure 2
Figure 2
Interactions for school performance and sex. (a) Family self-esteem, (b) empathy, (c) nervousness, (d) emotional instability, and (e) hostility. Interactions for school performance and age. (f) Academic/professional self-esteem.
Figure 3
Figure 3
Interactions between sex and age. (a) Academic self-esteem and (b) self-competence.
See this image and copyright information in PMC

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