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Parental styles, conscientiousness, and academic performance in high school: a three-wave longitudinal study
Patrick C L Heaven1, Joseph Ciarrochi
1School of Psychology, University of Wollongong, Wollongong, NSW, Australia. pheaven@uow.edu.au
Personality & Social Psychology Bulletin
|March 15, 2008
Summary
Authoritative parenting helps adolescents maintain conscientiousness, a trait linked to better academic performance. A decrease in conscientiousness predicts lower grades, highlighting the importance of supportive parenting for student success.
Area of Science:
- Developmental Psychology
- Educational Psychology
Background:
- Adolescent development involves changes in personality traits like conscientiousness.
- Parenting styles are hypothesized to influence adolescent behavioral and academic outcomes.
Purpose of the Study:
- To examine the influence of perceived parental style on changes in adolescent conscientiousness.
- To investigate the impact of conscientiousness changes on academic grades one year later.
Main Methods:
- Longitudinal study with over 784 students (initially 12.3 years old).
- Data collected over three years, including parental styles, conscientiousness, and academic grades.
- Structural equation modeling used to analyze relationships between variables.
Main Results:
- Adolescent conscientiousness generally decreased over the study period.
- Authoritative parenting was associated with a smaller decrease in conscientiousness.
- A decline in conscientiousness predicted poorer academic grades in the subsequent year.
Conclusions:
- Authoritative parenting may buffer against decreases in adolescent conscientiousness.
- Maintaining conscientiousness is crucial for academic achievement during adolescence.
- Parental influence on personality development has downstream effects on educational outcomes.
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