Ratelle Catherine F, Duchesne Stéphane, Guay Frédéric
Département des fondements et pratiques en éducation, Faculté des sciences de l'éducation, Université Laval, Canada.
Département d'études sur l'enseignement et l'apprentissage, Faculté des sciences de l'éducation, Université Laval, Canada.
J Adolesc. 2017 Jan;54:60-72. doi: 10.1016/j.adolescence.2016.11.008. Epub 2016 Nov 19.
Past research supported the importance of parental autonomy support, involvement, and structure for student outcomes. The goal of this study was to test the contribution of these behaviors from mothers and fathers in predicting adolescents' adjustment in school using a multi-informant approach. A sample of 522 adolescents (233 boys, 389 girls), their mothers (n = 535), and fathers (n = 296) participated in the study. Results revealed that parents' self-evaluations explained additional variance in children's school adjustment, over and beyond the contribution of children's evaluation of their parents. Maternal reports on their positive behaviors (autonomy support, involvement, and structure) predicted their child's academic and emotional adjustment while their reported control predicted lower levels of these. Fathers' self-reported positive behaviors predicted academic adjustment while their control predicted lower academic and personal-emotional adjustment. These findings support the importance of multiple assessments of parental behaviors for improving the prediction of adjustment in school.
以往的研究支持了父母的自主支持、参与和结构对学生学业成果的重要性。本研究的目的是采用多 informant 方法，检验父母的这些行为在预测青少年学校适应方面的作用。522 名青少年（233 名男孩，389 名女孩）、他们的母亲（n = 535）和父亲（n = 296）参与了这项研究。结果显示，父母的自我评价在解释孩子学校适应方面的额外方差时，超出了孩子对父母评价的贡献。母亲对其积极行为（自主支持、参与和结构）的报告预测了孩子的学业和情绪适应，而她们报告的控制行为则预测了较低水平的这些适应。父亲自我报告的积极行为预测了学业适应，而他们的控制行为则预测了较低水平的学业和个人情绪适应。这些发现支持了对父母行为进行多重评估对于改善学校适应预测的重要性。
