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Parenting styles and academic achievement of early adolescent girls in Iran: mediating roles of parent involvement and self-regulated learning

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Abstract

Early adolescent girls’ (6th grade) academic achievement was examined using parenting styles as predictors and parent involvement and early adolescents’ self-regulated learning (SRL) as mediators. Participants were 341 early adolescents, 341 mothers, and 20 teachers (N = 702) among all middle schools of Bojnord, Iran―recruited using cluster, multistage sampling. Early adolescents completed the Self-Regulation Questionnaire for School Activities (SRQ), mothers completed the Parental Authority Questionnaire (PAQ) and Parent Involvement in School Activities Questionnaire (PISAQ), and teachers reported early adolescents’ academic achievement. Authoritative parenting, parent involvement, and SRL altogether explained 36% of the variance in early adolescents’ academic achievement. Authoritative parenting and parent involvement explained 26% of the variance in early adolescents’ SRL. Authoritative parenting was positively related to academic achievement, whereas authoritarian and permissive parenting were not. Authoritative parenting related positively and significantly to early adolescents’ academic achievement through increased SRL and parental involvement in early adolescents’ academic life. Although parental involvement was better than noninvolvement, the positive link between parental involvement and early adolescents’ academic achievement depended on the quality of parenting style. Authoritative parents’ involvement was positively and significantly related to early adolescents’ academic achievement, whereas authoritarian and permissive parents’ involvement were nonsignificant. These findings were contrary to arguments regarding the positive relations between authoritarian parenting and academic achievement in collectivist cultures. Autonomous self-regulatory learning capacities were central to academic achievement for early adolescents in Iran―lending support to the proposition that independence, self-reliance, and individual initiative are necessary for developmental progress in cultures assumed to be collectivistic.

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Author information

Authors and Affiliations

  1. Department of Psychology, University of Bojnord, 4th kilometer of Esfarayen Road, Bojnord, 9453155111, Iran

    Malahat Amani & Morteza Nazifi

  2. Child and Adolescent Development Department, San Jose State University, One Washington Square, San Jose, CA, 95192-0075, USA

    Nadia Sorkhabi

  3. Institute of Human Development, University of California, Berkeley, 2121 Berkeley Way, Berkeley, CA, 94720-1690, USA

    Nadia Sorkhabi

Authors
  1. Malahat Amani
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  2. Morteza Nazifi
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  3. Nadia Sorkhabi
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Corresponding author

Correspondence to Nadia Sorkhabi.

Additional information

Malahat Amani. Department of Psychology, University of Bojnord, 4th kilometer of Esfarayen Road, Bojnord 9453155111, Iran. E-mail: m.amani@ub.ac.ir; Web site: www.ub.ac.ir

Current themes of research:

Academic achievement of children and adolescents with and without special needs.

Most relevant publications in the field of Psychology of Education:

Amani, M. (2017). Effect of strengthening executive functions on the academic achievement in the children with nonverbal learning disabilities. Middle Eastern Journal of Disability Studies, 7, 1–7.

Amani, M., Asady Gandomani, R., & Nesayan, A. (2018). The reliability and validity of behavior rating inventory of executive functions tool teacher’s form among Iranian primary school students. Iranian Rehabilitation Journal, 16(1), 25–34.

Morteza Nazifi. Department of Psychology, University of Bojnord, 4th kilometer of Esfarayen Road, Bojnord 9453155111, Iran. E-mail: nazifi@ub.ac.ir; Web site: www.ub.ac.ir

Current themes of research:

Educational success. Self-regulation. Mental health of children and adolescents.

Most relevant publications in the field of Psychology of Education:

Azami, S., Talepasand, S., Nazifi, M., & Rahimian, I. (2017). Comparison of the effectiveness of rehabilitation and drug therapy approaches in improving clinical symptoms and academic performance of children with attention deficit/ hyperactivity disorder. Middle Eastern Journal of Disability Studies, 7, 1–8.

Azami, S., Moghadas, A., Sohrabi-Esmrood, F., Nazifi, M., Mirmohamad, M., Hemmati, F., Ahmadi, A., Hamzeh-poor, P., Khari, S., & Lakes, K. (2016). A pilot randomized controlled trial comparing computer-assisted cognitive rehabilitation, stimulant medication, and an active control in the treatment of ADHD. Child and Adolescent Mental Health, 21, 217–224.

Nadia Sorkhabi. Child and Adolescent Development Department, San Jose State University, One Washington Square, San Jose, CA 95192-0075, USA; Institute of Human Development, University of California, Berkeley, 2121 Berkeley Way Berkeley, CA 94720-1690, USA. E-mail: nadia.sorkhabi@sjsu.edu

Current themes of research:

Parenting patterns and specific parenting practices. Cultural variations in parenting and developmental outcomes. Use of technology in teaching.

Most relevant publications in the field of Psychology of Education:

Sorkhabi, N., & Mandara, J. (2013). Are the effects of Baumrind’s parenting styles culturally specific or culturally equivalent? In R. Larzelere, A. S. Morris, & A. Harrist (Eds.) Authoritative parenting: synthesizing nurturance and discipline for optimal child development (pp. 113–135). Washington D.C.: American Psychological Association.

Sorkhabi, N., & Middaugh, E. (2014). How parents’ uses of confrontive and coercive control relate to variations in parent-adolescent conflict, adolescent disclosure, and parental knowledge: adolescents’ perspective. Journal of Child and Family Studies, 23(7), 1227–1241.

Jabagchourian, J., Sorkhabi, N., Quach, W., & Strage, A. (2014). Parenting styles and practices of Latino parents and Latino fifth graders’ academic, cognitive, social, and behavioral outcomes. Hispanic Journal of Behavioral Sciences, 36(2), 175–192.

Strage, A., & Sorkhabi, N. (2016). Academic risks associated with emerging adults seeking the college experience. College Student Journal, 50(3), 329–334.

Sorkhabi, N., & Dastgheib, A. S. (2018). Home-school interaction. In M. H. Bornstein (Ed.) Encyclopedia of life-span human development. (pp. 1895-1897), Thousand Oaks: Sage Publications Inc.

Sorkhabi, N., & Middaugh, E. (2019). Domain-specific parenting practices and adolescent self-esteem, problem behaviors, and competence. Journal of Child and Family Studies, 28(2), 505–518.

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Amani, M., Nazifi, M. & Sorkhabi, N. Parenting styles and academic achievement of early adolescent girls in Iran: mediating roles of parent involvement and self-regulated learning. Eur J Psychol Educ 35, 49–72 (2020). https://doi.org/10.1007/s10212-019-00422-y

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  • DOI: https://doi.org/10.1007/s10212-019-00422-y

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