Steinberg L, Lamborn S D, Dornbusch S M, Darling N
Temple University.
Child Dev. 1992 Oct;63(5):1266-81. doi: 10.1111/j.1467-8624.1992.tb01694.x.
This article examines the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds. Adolescents reported in 1987 on their parents' general child-rearing practices and on their parents' achievement-specific socialization behaviors. In 1987, and again in 1988, data were collected on several aspects of the adolescents' school performance and school engagement. Authoritative parenting (high acceptance, supervision, and psychological autonomy granting) leads to better adolescent school performance and stronger school engagement. The positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, nonauthoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescents achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.
本文以一个约6400名14 - 18岁美国青少年的种族和社会经济背景各异的样本为研究对象，考察了权威型教养方式、父母对学校教育的参与程度以及父母对成功的鼓励对青少年学业成绩的影响。青少年在1987年报告了父母一般的育儿方式以及父母针对成就的社会化行为。在1987年和1988年，收集了青少年学业表现和学校参与度几个方面的数据。权威型教养方式（高接纳度、监督和给予心理自主）会带来更好的青少年学业表现和更强的学校参与度。然而，权威型教养方式对青少年成就的积极影响是通过权威性对父母参与学校教育的积极作用来介导的。此外，非权威型教养方式会削弱父母参与学校教育对青少年成就的有益影响。当父母参与发生在权威型家庭环境中时，更有可能促进青少年在学校取得成功。
