Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects

Autores
Llorca, Anna; Richaud, Maria Cristina; Malonda, Elisabeth
Año de publicación
2017
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother’s permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.
Fil: Llorca, Anna. Universidad de Valencia; España
Fil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Malonda, Elisabeth. Universidad de Valencia; España
Materia
PEERS RELATIONSHIPS
ATTACHMENT
VICTIMIZATION
ACADEMIC PERFORMANCE
ADOLESCENCE
PARENTING STYLES
AGRESSION
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/43250
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating EffectsLlorca, AnnaRichaud, Maria CristinaMalonda, ElisabethPEERS RELATIONSHIPSATTACHMENTVICTIMIZATIONACADEMIC PERFORMANCEADOLESCENCEPARENTING STYLESAGRESSIONhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother’s permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.Fil: Llorca, Anna. Universidad de Valencia; EspañaFil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Malonda, Elisabeth. Universidad de Valencia; EspañaFrontiers Research Foundation2017-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/43250Llorca, Anna; Richaud, Maria Cristina; Malonda, Elisabeth; Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects; Frontiers Research Foundation; Frontiers in Psychology; 8; 12-2017; 1-11; 21201664-1078CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2017.02120info:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02120/fullinfo:eu-repo/semantics/altIdentifier/url/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5736920/info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-10T13:01:42Zoai:ri.conicet.gov.ar:11336/43250instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-10 13:01:42.69CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects
title Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects
spellingShingle Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects
Llorca, Anna
PEERS RELATIONSHIPS
ATTACHMENT
VICTIMIZATION
ACADEMIC PERFORMANCE
ADOLESCENCE
PARENTING STYLES
AGRESSION
title_short Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects
title_full Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects
title_fullStr Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects
title_full_unstemmed Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects
title_sort Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects
dc.creator.none.fl_str_mv Llorca, Anna
Richaud, Maria Cristina
Malonda, Elisabeth
author Llorca, Anna
author_facet Llorca, Anna
Richaud, Maria Cristina
Malonda, Elisabeth
author_role author
author2 Richaud, Maria Cristina
Malonda, Elisabeth
author2_role author
author
dc.subject.none.fl_str_mv PEERS RELATIONSHIPS
ATTACHMENT
VICTIMIZATION
ACADEMIC PERFORMANCE
ADOLESCENCE
PARENTING STYLES
AGRESSION
topic PEERS RELATIONSHIPS
ATTACHMENT
VICTIMIZATION
ACADEMIC PERFORMANCE
ADOLESCENCE
PARENTING STYLES
AGRESSION
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother’s permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.
Fil: Llorca, Anna. Universidad de Valencia; España
Fil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Malonda, Elisabeth. Universidad de Valencia; España
description The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother’s permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.
publishDate 2017
dc.date.none.fl_str_mv 2017-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/43250
Llorca, Anna; Richaud, Maria Cristina; Malonda, Elisabeth; Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects; Frontiers Research Foundation; Frontiers in Psychology; 8; 12-2017; 1-11; 2120
1664-1078
CONICET Digital
CONICET
url http://hdl.handle.net/11336/43250
identifier_str_mv Llorca, Anna; Richaud, Maria Cristina; Malonda, Elisabeth; Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects; Frontiers Research Foundation; Frontiers in Psychology; 8; 12-2017; 1-11; 2120
1664-1078
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2017.02120
info:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02120/full
info:eu-repo/semantics/altIdentifier/url/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5736920/
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Frontiers Research Foundation
publisher.none.fl_str_mv Frontiers Research Foundation
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 12.993085

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