Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

Autores
de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustín; Fernandez Liporace, Maria Mercedes
Año de publicación
2014
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.
Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Freiberg Hoffmann, Agustín. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
ACADEMIC ACHIEVEMENT
PARENTING
SOCIAL SUPPORT
COLLEGE
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/36123
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Perceived parenting and social support: can they predict academic achievement in Argentinean college students?de la Iglesia, GuadalupeFreiberg Hoffmann, AgustínFernandez Liporace, Maria MercedesACADEMIC ACHIEVEMENTPARENTINGSOCIAL SUPPORTCOLLEGEhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Freiberg Hoffmann, Agustín. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaDove Press2014-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/36123de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustín; Fernandez Liporace, Maria Mercedes; Perceived parenting and social support: can they predict academic achievement in Argentinean college students?; Dove Press; Psychology Research and Behavior Management; 7; 7-2014; 251-2591179-1578CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.dovepress.com/perceived-parenting-and-social-support-can-they-predict-academic-achie-peer-reviewed-article-PRBMinfo:eu-repo/semantics/altIdentifier/doi/10.2147/PRBM.S68566info:eu-repo/semantics/altIdentifier/url/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4172105/info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:45:33Zoai:ri.conicet.gov.ar:11336/36123instacron: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:34982025-09-03 09:45:33.446CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Perceived parenting and social support: can they predict academic achievement in Argentinean college students?
title Perceived parenting and social support: can they predict academic achievement in Argentinean college students?
spellingShingle Perceived parenting and social support: can they predict academic achievement in Argentinean college students?
de la Iglesia, Guadalupe
ACADEMIC ACHIEVEMENT
PARENTING
SOCIAL SUPPORT
COLLEGE
title_short Perceived parenting and social support: can they predict academic achievement in Argentinean college students?
title_full Perceived parenting and social support: can they predict academic achievement in Argentinean college students?
title_fullStr Perceived parenting and social support: can they predict academic achievement in Argentinean college students?
title_full_unstemmed Perceived parenting and social support: can they predict academic achievement in Argentinean college students?
title_sort Perceived parenting and social support: can they predict academic achievement in Argentinean college students?
dc.creator.none.fl_str_mv de la Iglesia, Guadalupe
Freiberg Hoffmann, Agustín
Fernandez Liporace, Maria Mercedes
author de la Iglesia, Guadalupe
author_facet de la Iglesia, Guadalupe
Freiberg Hoffmann, Agustín
Fernandez Liporace, Maria Mercedes
author_role author
author2 Freiberg Hoffmann, Agustín
Fernandez Liporace, Maria Mercedes
author2_role author
author
dc.subject.none.fl_str_mv ACADEMIC ACHIEVEMENT
PARENTING
SOCIAL SUPPORT
COLLEGE
topic ACADEMIC ACHIEVEMENT
PARENTING
SOCIAL SUPPORT
COLLEGE
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 this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.
Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Freiberg Hoffmann, Agustín. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
description The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.
publishDate 2014
dc.date.none.fl_str_mv 2014-07
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/11336/36123
de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustín; Fernandez Liporace, Maria Mercedes; Perceived parenting and social support: can they predict academic achievement in Argentinean college students?; Dove Press; Psychology Research and Behavior Management; 7; 7-2014; 251-259
1179-1578
CONICET Digital
CONICET
url http://hdl.handle.net/11336/36123
identifier_str_mv de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustín; Fernandez Liporace, Maria Mercedes; Perceived parenting and social support: can they predict academic achievement in Argentinean college students?; Dove Press; Psychology Research and Behavior Management; 7; 7-2014; 251-259
1179-1578
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.dovepress.com/perceived-parenting-and-social-support-can-they-predict-academic-achie-peer-reviewed-article-PRBM
info:eu-repo/semantics/altIdentifier/doi/10.2147/PRBM.S68566
info:eu-repo/semantics/altIdentifier/url/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4172105/
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Dove Press
publisher.none.fl_str_mv Dove Press
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 13.13397

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