Harma Mehmet, Aktaş Büşra, Sümer Nebi
University of Akureyri.
Kadir Has University.
J Psychol. 2025 Feb 25:1-26. doi: 10.1080/00223980.2025.2465478.
Prior work has documented that parental psychological and behavioral control have varying impacts on self-regulation skills and social-academic outcomes in early adolescence, with effects differing across cultures. The present study explores the role of psychological and behavioral control in predicting adjustment difficulties and academic self-confidence through self-regulatory skills among early adolescents in Turkiye using data from mothers and their children ( = 295, N=145, M=12.14 years). The results yielded that parental behavioral control, but not psychological control, predicts self-regulation of adolescents, which, in turn, predicts adjustment and academic self-efficacy. Our results underscore the pivotal role of parental knowledge and monitoring, mainly through behavioral control strategies, in fostering psychological adjustment and academic self-efficacy in the Turkish cultural context. The discussion delves into the potential culture-specific effects of psychological control and the universal influence of behavioral control during early adolescence.
先前的研究表明，父母的心理控制和行为控制对青少年早期的自我调节技能和社会学业成果有不同的影响，且这种影响在不同文化中存在差异。本研究利用来自母亲及其子女的数据（n = 295，N = 145，M = 12.14岁），探讨了心理控制和行为控制在预测土耳其青少年早期通过自我调节技能产生的适应困难和学业自信方面的作用。结果表明，父母的行为控制而非心理控制能够预测青少年的自我调节，而自我调节又能预测适应能力和学业自我效能感。我们的研究结果强调了父母的知识和监督，主要通过行为控制策略，在土耳其文化背景下促进心理适应和学业自我效能感方面的关键作用。讨论深入探讨了心理控制在青少年早期可能存在的特定文化影响以及行为控制的普遍影响。
