Abstract
High achievement expectations and academic pressure from parents have been implicated in rising levels of stress and reduced well-being among adolescents. In this study of affluent, middle school youth, we examined how perceptions of parents’ emphases on achievement (relative to prosocial behavior) influenced youth’s psychological adjustment and school performance, and examined perceived parental criticism as a possible moderator of this association. The data were collected from 506 (50 % female) middle school students from a predominately white, upper middle class community. Students reported their perceptions of parents’ values by rank ordering a list of achievement- and prosocial-oriented goals based on what they believed was most valued by their mothers and fathers for them (the child) to achieve. The data also included students’ reports of perceived parental criticism, internalizing symptoms, externalizing symptoms, and self-esteem, as well as school-based data on grade point average and teacher-reported classroom behavior. Person-based analyses revealed six distinct latent classes based on perceptions of both mother and father emphases on achievement. Class comparisons showed a consistent pattern of healthier child functioning, including higher school performance, higher self-esteem, and lower psychological symptoms, in association with low to neutral parental achievement emphasis, whereas poorer child functioning was associated with high parental achievement emphasis. In variable-based analyses, interaction effects showed elevated maladjustment when high maternal achievement emphasis coexisted with high (but not low) perceived parental criticism. Results of the study suggest that to foster early adolescents’ well-being in affluent school settings, parents focus on prioritizing intrinsic, prosocial values that promote affiliation and community, at least as much as, or more than, they prioritize academic performance and external achievement; and strive to limit the amount of criticism and pressure they place on their children.
Similar content being viewed by others
References
Abel, J. R., Deitz, R., & Su, Y. (2014). Are recent college graduates finding good jobs? Current Issues in Economics and Finance, Federal Reserve Bank of New York, 20(1), 1–8 http://www.newyorkfed.org/research/current_issues/ci20-1.pdf.
Achenbach, T. M., Rescorla, L. A., & Maruish, M. E. (2004). The Achenbach system of empirically based assessment (ASEBA) for ages 1.5 to 18 years. In M. E. Maruish (Ed.), The use of psychological testing for treatment planning and outcomes assessment, volume 2: Instruments for children and adolescents. (3rd edn.) (pp. 179–213). Mahwah, NJ: Erlbaum.
Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. Newberry Park, CA: Sage.
American Psychological Association (2009). Stress in America. https://www.apa.org/news/press/releases/stress/2009/stress-exec-summary.pdf.
Asparouhov, T. & Muthén, B. (2012). Using Mplus TECH11 and TECH14 to test the number of latent classes. Mplus Web Notes: No. 14. http://www.statmodel.com/examples/webnotes/webnote14.pdf.
Asparouhov, T., & Muthén, B. (2014). Auxiliary variables in mixture modeling: Three-step approaches using Mplus. Structural Equation Modeling, 21(3), 329–341. doi:10.1080/10705511.2014.915181.
Beutel, A. M., & Johnson, M. K. (2004). Gender and prosocial values during adolescence: A research note. The Sociological Quarterly, 45(2), 379–393. doi:10.1111/j.1533-8525.2004.tb00017.x.
Block, J. H., Block, J., & Morrison, A. (1981). Parental agreement-disagreement on child-rearing orientations and gender-related personality correlates in children. Child Development, 52, 965–974. doi:10.1177/016502548901200107.
Bosma, H. A., & Kunnen, E. S. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review, 21(1), 39–66. doi:10.1006/drev.2000.0514.
Caleo, S., & Heilman, M. E. (2013). Gender stereotypes and their implications for women’s career progress. In S. Vinnicombe, R. J. Burke, S. Blake-Beard & L. L. Moore (Eds.), Handbook of research on promoting (pp. 143–161). Massachussets, MA: Edward Elgar Publishing.
Chen, X., Rubin, K. H., & Li, D. (1997). Relation between academic achievement and social adjustment: evidence from Chinese children. Developmental Psychology, 33(3), 518.
Cheung, C. S., & Pomerantz, E. M. (2015). Value development underlies the benefits of parents’ involvement in children’s learning: A longitudinal investigation in the United States and China. Journal of Educational Psychology, 107(1), 309–320. doi:10.1037/a0037458.
Coatsworth, J. D., Duncan, L. G., Nix, R. L., Greenberg, M. T., Gayles, J. G., Bamberger, K. T., et al. (2015). Integrating mindfulness with parent training: Effects of the mindfulness-enhanced strengthening families program. Developmental Psychology, 51(1), 26–35. doi:10.1037/a0038212.
Conroy, D. E. (2003). Representational models associated with fear of failure in adolescents and young adults. Journal of Personality, 71, 557–783. doi:10.1111/1467-6494.7105003.
Cuddy, A. J. C., Fiske, S. T., & Glick, P. (2004). When professionals become mothers, warmth doesn’t cut the ice. Journal of Social Issues, 60(4), 701–718. doi:10.1111/j.0022-4537.2004.00381.x.
DeCarlo, L. T., & Luthar, S. S. (2000). Analysis and class validation of a measure of parental values perceived by early adolescents: An application of a latent class model for rankings. Educational and Psychological Measurement, 60(4), 578–591. doi:10.1177/00131640021970736.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01.
Dittmar, H., Bond, R., Hurst, M., & Kasser, T. (2014). The relationship between materialism and personal well-being: A meta-analysis. Journal of Personality and Social Psychology, 107(5), 879–924. doi:10.1037/a0037409.
Dogan, S. J., Conger, R. D., Kim, K. J., & Masyn, K. E. (2007). Cognitive and parenting pathways in the transmission of antisocial behavior from parents to adolescents. Child Development, 78(1), 335–349. doi:10.1111/j.1467-8624.2007.01001.x.
Dunsmore, J. C., Bradburn, I. S., Costanzo, P. R., & Fredrickson, B. L. (2009). Mothers’ expressive style and emotional responses to children’s behavior predict children’s prosocial and achievement-related self-ratings. International Journal of Behavioral Development, 33(3), 253–264. doi:10.1177/0165025408098025.
Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford Press.
Erikson, E. H. (1968). Identity. New York, NY: Norton.
Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. doi:10.1023/A:1009048817385.
Fitzsimmons, W., McGrath, M. E., & Ducey, C. (2011). Time out or burn out for the next generation. Harvard College Admissions & Financial Aid. https://college.harvard.edu/admissions/preparing-college/should-i-take-time.
Flouri, E., & Sarmadi, Z. (2016). Prosocial behavior and childhood trajectories of internalizingand externalizing problems: The role of neighborhood and school contexts. Developmental Psychology, 52(2), 253 doi:10.1037/dev0000076.
Flynn, E., Ehrenreich, S. E., Beron, K. J., & Underwood, M. K. (2015). Prosocial behavior: Long‐term trajectories and psychosocial outcomes. Social Development, 24(3), 462–482. doi:10.1111/sode.12100.
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449–468. doi:10.1007/BF01172967.
Garn, A. C., Matthews, M. S., & Jolly, J. L. (2010). Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54(4), 263–272. doi:10.1177/0016986210377657.
Garn, A. C., & Jolly, J. L. (2014). High ability students’ voice on learning motivation. Journal of Advanced Academics, 25(1), 7–24. doi:10.1177/1932202X13513262.
Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children’s intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64(5), 1461–1474. doi:10.1111/j.1467-8624.1993.tb02964.x.
Gniewosz, B., & Noack, P. (2012). The role of between-parent values agreement in parent-to-child transmission of academic values. Journal of Adolescence, 35(4), 809–821. doi:10.1016/j.adolescence.2011.11.007.
Grolnick, W. S., & Seal, K. (2008). Pressured parents, stressed-out kids: Dealing with competition while raising a successful child. Amherst, NY: Prometheus Books.
Grouzet, F. M. E., Kasser, T., Ahuvia, A., Dols, J. M. F., Kim, Y., Lau, S., et al. (2005). The structure of goal contents across 15 cultures. Journal of Personality and Social Psychology, 89(5), 800–816. doi:10.1037/0022-3514.89.5.800.
Grusec, J. E., Chaparro, M. P., Johnston, M., & Sherman, A. (2013). The development of moral behavior and conscience from a socialization perspective. In M. Killen & J. Smetana (Eds.), Handbook of moral development. 2nd edn. (pp. 113–134). New York, NY: Psychology Press.
Hankin, B. L., & Abramson, L. Y. (2001). Development of gender differences in depression: An elaborated cognitive vulnerability–transactional stress theory. Psychological Bulletin, 127(6), 773–796. doi:10.1037//0033-2909.127.6.773.
Harter, S. (1988). Manual for the self-perception profile for adolescents. University of Denver, Denver, CO.
Heady, B., Muffels, R., & Wagner, G. (2012). Choices which change life satisfaction: Similar results for Australia, Britain, and Germany. Social Indicators Research, 112(3), 725–748. doi:10.1007/s11205-012-0079-8.
Heilman, M. E., & Okimoto, T. G. (2007). Why are women penalized for success at male tasks? The implied communality deficit. Journal of Applied Psychology, 92(1), 81–92. doi:10.1037/0021-9010.92.1.81.
Hightower, A. D. (1986). The teacher–child rating scale: A brief objective measure of elementary children’s school problem behaviors and competencies. School Psychology Review, 15, 393–409. doi:10.1177/073428299100900103.
Hinshaw, S., & Kranz, R. (2009). The triple bind: Saving our teenage girls from today’s pressures. New York, NY: Ballantine Books.
Horwitz, B. N., Marceau, K., Narusyte, J., Ganiban, J., Spotts, E. L., Reiss, D., et al. (2015). Parental criticism is an environmental influence on adolescent somatic symptoms. Journal of Family Psychology, 29(2), 283–289. doi:10.1037/fam00000.
Joussemet, M., Mageau, G. A., & Koestner, R. (2014). Promoting optimal parenting and children’s mental health: A preliminary evaluation of the how-to parenting program. Journal of Child and Family Studies, 23(6), 949–964. doi:10.1007/s10826-013-9751-0.
Juang, L. P., & Silbereisen, R. K. (2002). The relationship between adolescent academic capability beliefs, parenting and school grades. Journal of Adolescence, 25(1), 3–18. doi:10.1006/jado.2001.0445.
Kasser, T. (2002). The high price of materialism. Cambridge, MA: MIT Press.
Kasser, T., & Ryan, R. M. (1996). Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin, 22(3), 280–287. doi:10.1177/0146167296223006.
Kerig, P. K. (1995). Triangles in the family circle: Effects of family structure on marriage, parenting, and child adjustment. Journal of Family Psychology, 9(1), 28–43. doi:10.1037/0893-3200.9.1.28.
Laflamme, D., Pomerleau, A., & Malcuit, G. (2002). A comparison of fathers’ and mothers’ involvement in childcare and stimulation behaviors during free-play with their infants at 9 and 15 months. Sex Roles, 47, 507–518. doi:10.1023/A:1022069720776.
Lanza, S. T., Flaherty, B. P., & Collins, L. M. (2003). Latent class and latent transition analysis. Hoboken, NJ: John Wiley & Sons Inc.
Lareau, A. (2002). Invisible inequality: Social class and childrearing in black families and white families. American Sociological Review, 747–776. doi:10.2307/3088916.
Lazarsfeld, P. F., Henry, N. W., & Anderson, T. W. (1968). Latent structure analysis. Boston, MA: Houghton Mifflin.
Lekes, N., Gingras, I., Philippe, F. L., Koestner, R., & Fang, J. (2010). Parental autonomy-support, intrinsic life goals, and well-being among adolescents in China and North America. Journal of Youth and Adolescence, 39(8), 858–869. doi:10.1007/s10964-009-9451-7.
Lekes, N., Hope, N. H., Gouveia, L., Koestner, R., & Philippe, F. L. (2012). Influencing value priorities and increasing well-being: The effects of reflecting on intrinsic values. The Journal of Positive Psychology, 7(3), 249–261. doi:10.1080/17439760.2012.677468.
Lengua, L. J., & Kovacs, E. A. (2005). Bidirectional associations between temperament and parenting and the prediction of adjustment problems in middle childhood. Journal of Applied Developmental Psychology, 26(1), 21–38. doi:10.1016/j.appdev.2004.10.001.
Leonard, N. R., Gwadz, M. V., Ritchie, A., Linick, J. L., Cleland, C. M., Elliott, L., & Grethel, M. (2015). A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools. Frontiers in Psychology, 6, 1028. http://doi.org/10.3389/fpsyg.2015.01028
Lewin, A., Mitchell, S. J., Waters, D., Hodgkinson, S., Southammakosane, C., & Gilmore, J. (2015). The protective effects of father involvement for infants of teen mothers with depressive symptoms. Maternal and Child Health Journal, 19(5), 1016–1023. doi:10.1007/s10995-014-1600-2.
Lindsey, E. W., & Mize, J. (2001). Interparental agreement, parent‐child responsiveness, and children’s peer competence. Family Relations, 50(4), 348–354. doi:10.1111/j.1741–3729.2005.00322.x.
Luthar, S. S. (2015). Mothering mothers. Research in Human Development, 12, 295–303. doi:10.1080/15427609.2015.1068045.
Luthar, S. S., & Barkin, S. H. (2012). Are affluent youth truly “at risk”? Vulnerability and resilience across three diverse samples. Development and Psychopathology, 24(2), 429–449. doi:10.1017/S0954579412000089.
Luthar, S. S., Barkin, S. H., & Crossman, E. J. (2013). “I can, therefore I must”: Fragility in the upper-middle classes. Development and Psychopathology, 25(4), 1529–1549. doi:10.1017/S0954579413000758.
Luthar, S. S., & Becker, B. E. (2002). Privileged but pressured? A study of affluent youth. Child Development, 73(5), 1593–1610. doi:10.1111/1467-8624.00492.
Luthar, S. S., & Ciciolla, L. (2016). What it feels like to be a mother: Variations by children’s developmental stages. Developmental Psychology, 52(1), 143. doi:10.1037/dev0000062.
Luthar, S.S., & Goldstein, A.S. (2008). Substance use and related behaviors among suburban late adolescents: The importance of perceived parent containment. Development and Psychopathology, 20, 591–614. doi:10.1017/S0954579408000291.
Luthar, S. S., & Latendresse, S. J. (2005a). Children of the affluent: Challenges to well-being. Current Directions in Psychological Science, 14(1), 49–53. doi:10.1111/j.0963-7214.2005.00333.x.
Luthar, S. S., & Latendresse, S. J. (2005b). Comparable “risks” at the socioeconomic status extremes: Preadolescents’ perceptions of parenting. Development and Psychopathology, 17(01), 207–230. doi:10.1017/S095457940505011X.
Luthar, S. S., Shoum, K. A., & Brown, P. J. (2006). Extracurricular involvement among affluent youth: A scapegoat for “ubiquitous achievement pressures”? Developmental Psychology, 42(3), 583–597. doi:10.1037/0012-1649.42.3.583.
Lyman, E. L., & Luthar, S. S. (2014). Further evidence on the “costs of privilege”: Perfectionism in high‐achieving youth at socioeconomic extremes. Psychology in the Schools, 51(9), 913–930. doi:10.1002/pits.21791.
Ma, J. (2012, April 1). Why to start preparing for college in sixth grade. Forbes. http://www.forbes.com/sites/jasonma/2012/04/01/why-to-start-preparing-for-college-in-sixth-grade/#2bf5b511c8a2.
Madjar, N., Voltsis, M., & Weinstock, M. P. (2015). The roles of perceived parental expectation and criticism in adolescents’ multidimensional perfectionism and achievement goals. Educational Psychology, 35(6), 765–778. doi:10.1080/01443410.2013.864756.
Maner, J. K. (2014). Let’s put our money where our mouth is if authors are to change their ways, reviewers (and editors) must change with them. Perspectives on Psychological Science, 9(3), 343–351. doi:10.1177/1745691614528215.
Maroda, K. J. (2004). A relational perspective on women and power. Psychoanalytic Psychology, 21(3), 428–435. doi:10.1037/0736-9735.21.3.428.
Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16(2), 191–225. doi:10.1080/10705510902751010.
Martel, M. M. (2013). Sexual selection and sex differences in the prevalence of childhood externalizing and adolescent internalizing disorders. Psychological Bulletin, 139(6), 1221–1259. doi:10.1037/a0032247.
Masud, H., Ahmad, M. S., Jan, F. A., & Jamil, A. (2016). Relationship between parenting styles and academic performance of adolescents: Mediating role of self-efficacy. Asia Pacific Education Review, 17(1), 121–131. doi:10.1007/s12564-015-9413-6.
McHale, S. M., Crouter, A. C., & Whiteman, S. D. (2003). The family contexts of gender development in childhood and adolescence. Social Development, 12(1), 125–148. doi:10.1111/1467-9507.00225.
McWayne, C., Campos, R., & Owsianik, M. (2008). A multidimensional, multilevel examination of mother and father involvement among culturally diverse head start families. Journal of School Psychology, 46(5), 551–573. doi:10.1016/j.jsp.2008.06.001.
Meeus, W., van, dS., Keijsers, L., Schwartz, S. J., & Branje, S. (2010). On the progression and stability of adolescent identity formation: A five-wave longitudinal study in early-to-middle and middle-to-late adolescence. Child Development, 81(5), 1565–1581. doi:10.1111/j.1467-8624.2010.01492.x.
Mudrak, J. (2011). ‘He was born that way’: Parental constructions of giftedness. High Ability Studies, 22(2), 199–217. doi:10.1080/13598139.2011.622941.
Muthén, B., & Muthén, L. K. (2000). Integrating person‐centered and variable‐centered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism: Clinical and Experimental Research, 24(6), 882–891. doi:10.1111/j.1530-0277.2000.tb02070.x.
Myers, D. G., & Diener, E. (1995). Who is happy? Psychological Science, 6(1), 10–19. doi:10.1111/j.1467-9280.1995.tb00298.x.
Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14(4), 535–569. doi:10.1080/10705510701575396.
Oliver, J. M., Raftery, M., Reeb, A., & Delaney, P. (1993). Perceptions of parent-offspring relationships as functions of depression in offspring: “Affectionless control,” “negative bias,” and “depressive realism. Journal of Social Behavior & Personality, 8(3), 405–424. doi:10.1016/S0272-7358(96)00040-2.
Padilla‐Walker, L. M., Carlo, G., Christensen, K. J., & Yorgason, J. B. (2012). Bidirectional relations between authoritative parenting and adolescents’ prosocial behaviors. Journal of Research on Adolescence, 22(3), 400–408. doi:10.1111/j.1532-7795.2012.00807.x.
Pappano, L. (2015). Is your first grader college ready? Education Life, The New York Times. http://www.nytimes.com/2015/02/08/education/edlife/is-your-first-grader-college-ready.html?_r=0.
Phinney, J. S., & Goossens, L. (1996). Introduction identity development in context. Journal of Adolescence, 19, 401–403. doi:10.1007/s10964-009-9401-4.
Pomerantz, E. M., & Eaton, M. M. (2001). Maternal intrusive support in the academic context: Transactional socialization processes. Developmental Psychology, 37, 174–186. doi:10.1037//0012-1649.37.2.174.
Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77(3), 373–410. doi:10.3102/003465430305567.
Prioste, A., Narciso, I., Gonçalves, M. M., & Pereira, C. R. (2015). Family relationships and parenting practices: A pathway to adolescents’ collectivist and individualist values? Journal of Child and Family Studies, 24, 3258–3267. doi:10.1007/s10826-015-0129-3.
Rice, K. G., & Dellwo, J. P. (2002). Perfectionism and self‐development: Implications for college adjustment. Journal of Counseling & Development, 80(2), 188–196. doi:10.1002/j.1556-6678.2002.tb00182.x.
Rice, K. G., Lopez, F. G., & Vergara, D. (2005). Parental/social influences on perfectionism and adult attachment orientations. Journal of Social and Clinical Psychology, 24, 580–605. doi:10.1521/jscp.2005.24.4.580.
Rodriguez, B. L., & Olswang, L. B. (2003). Mexican-American and Anglo-American mothers’ beliefs and values about child rearing, education, and language impairment. American Journal of Speech-Language Pathology, 12(4), 452–462. doi:10.1044/1058-0360(2003/091.
Romich, J. (2009). Trying to keep children out of trouble: Child characteristics, neighborhood quality, and within-household resource allocation. Children and Youth Services Review, 31, 338–345. doi:10.1016/j.childyouth.2008.08.002.
Rudman, L. A., & Fairchild, K. (2004). Reactions to counterstereotypic behavior: The role of backlash in cultural stereotype maintenance. Journal of Personality and Social Psychology, 87(2), 157–176. doi:10.1037/0022-3514.87.2.157.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037//0003066X.55.1.68.
Sagar, S. S., & Lavallee, D. (2010). The developmental origins of fear of failure in adolescent athletes: Examining parental practices. Psychology of Sport and Exercise, 11(3), 177–187. doi:10.1016/j.psychsport.2010.01.004.
Sagar, S. S., Lavallee, D., & Spray, C. M. (2009). Coping with the effects of fear of failure: A preliminary investigation of young elite athletes. Journal of Clinical Sport Psychology, 1, 1–27. doi:10.1080/10413201003664962.
Sheldon, K. M., & Krieger, L. S. (2004). Does legal education have undermining effects on law students? Evaluating changes in motivation, values, and well-being. Behavioral Sciences & the Law, 22(2), 261–286. doi:10.1002/bsl.582.
Sheldon, K. M., & Hoon, T. H. (2007). The multiple determination of well-being: Independent effects of positive traits, needs, goals, selves, social supports, and cultural contexts. Journal of Happiness Studies, 8(4), 565–592. doi:10.1007/s10902-006-9031-4.
Sheppard, L. D., & Aquino, K. (2014). Sisters at arms: a theory of female same-sex conflict and its problematization in organizations. Journal of Management. doi:10.1177/0149206314539348.
Slaughter, A. M. (2012, July/August). Why women still can’t have it all. The Atlantic. http://www.theatlantic.com/magazine/archive/2012/07/why-women-still-cant-have-it-all/309020/.
Snyder, T. D., & Dillow, S. A. (2015). Digest of education statistics 2013 (NCES 2015-011). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. http://nces.ed.gov/pubs2015/2015011.pdf.
Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17, 125–146. doi:10.1007/s10648-005-3950-1.
Starrels, M. E. (1994). Gender differences in parent-child relations. Journal of Family Issues, 15(1), 148–165. doi:10.1177/019251394015001007.
Steinberg, L. D., & Silk, J. S. (2002). Parenting adolescents. In M. Bornstein (Ed.), Handbook of parenting. 2nd edn. (pp. 103–134). Mahwah, NJ: Erlbaum. Vol. 1.
Stroebe, W., & Strack, F. (2014). The alleged crisis and the illusion of exact replication. Perspectives on Psychological Science, 9(1), 59–71. doi:10.1177/1745691613514450.
Swann, Jr, W. B., Langlois, J. H., & Gilbert, L. A. E. (1999). Sexism and stereotypes in modern society: The gender science of Janet Taylor Spence. Washington, DC: American Psychological Association.
Turner, E. A., Chandler, M., & Heffer, R. W. (2009). The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. Journal of College Student Development, 50(3), 337–346. doi:10.5901/ajis.2013.v2n3p123.
US News and World Report (2014). Best colleges. http://colleges.usnews.rankingsandreviews.com/.
Verkasalo, M., Goodwin, R., & Bezmenova, I. (2006). Values following a major terrorist incident: Finnish adolescent and student values before and after September 11, 2001. Journal of Applied Social Psychology, 36(1), 144–160. doi:10.1111/j.0021-9029.2006.00007.x.
Zaki, J., & Mitchell, J. P. (2011). Equitable decision making is associated with neural markers of intrinsic value. Proceedings of the National Academy of Sciences, 108(49), 19761–19766. doi:10.1073/pnas.
Zimmer-Gembeck, M. J., Hunter, T. A., & Pronk, R. (2007). A model of behaviors, peer relations and depression: Perceived social acceptance as a mediator and the divergence of perceptions. Journal of Social and Clinical Psychology, 26(3), 273–302. doi:10.1521/jscp.2007.26.3.273.
Acknowledgments
We gratefully acknowledge the contributions of Masters and Doctoral students in Luthar’s prior lab at Teachers College, Columbia University, and funding by the National Institutes of Health (R01DA014385; R13MH082592). Sincere thanks also to all the participants in this study.
Author’s Contributions
As a postdoctoral scholar in Dr. Luthar's lab at ASU, LC performed the statistical analysis, participated in the interpretation of the data, and drafted the manuscript. ASC participated in the interpretation of the data, and helped to draft the manuscript. JK participated in the development of the research question, statistical analysis, and interpretation of the data. SSL conceived of the study and participated in its design and coordination and helped to draft the manuscript. All authors read and approved the final manuscript.
Funding
This research was supported with funding by the National Institutes of Health (R01DA014385; R13MH082592).
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no competing interests.
Ethical Approval
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed Consent
Informed consent was obtained from all individual participants included in the study.
Rights and permissions
About this article
Cite this article
Ciciolla, L., Curlee, A.S., Karageorge, J. et al. When Mothers and Fathers Are Seen as Disproportionately Valuing Achievements: Implications for Adjustment Among Upper Middle Class Youth. J Youth Adolescence 46, 1057–1075 (2017). https://doi.org/10.1007/s10964-016-0596-x
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10964-016-0596-x