Parenting and adolescent self-regulation
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Updated: Aug 20, 2026

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
Published on: March 1, 2019
Nola Purdie1, Annemaree Carroll, Lawrence Roche
1Faculty of Education, School of Learning and Professional Studies, Queensland University of Technology, Brisbane Q 4059, Australia. purdie@acer.edu.au
Abstract:
This study examined the relationship between adolescents' academic and non-academic self-regulation (SR), authoritative parenting (as demonstrated by high levels of Involvement, Strictness, and Autonomy Granting), and parent self-efficacy in four areas. Participants were 214 Australian high school students and their parents. There was a moderate correlation (r = 0.63) between academic and non-academic SR. Adolescents and their parents differed significantly in their perceptions of parenting behaviours, with parents rating themselves higher than their children on Involvement, Autonomy Granting, and Strictness behaviours. A model of the relationships between the constructs was developed showing a strong path from parent self-efficacy to both academic and non-academic SR via high parental Involvement (as perceived by adolescents). Strict parenting and the granting by parents of psychological autonomy to their adolescent children did not appear to be important in the development of young people's self-regulatory behaviours.
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