Parental Autonomy-Support, Parental Control, SES, and Mathematics Achievement: A Latent Profile Analysis

Research has demonstrated that parental autonomy-support and control are two related but distinct factors. However, little research has investigated the different levels of parental autonomy-support (versus control) and the effects of these differences on student outcomes. This study addresses these...

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Bibliographic Details
Published in:Journal of research in childhood education 2021-10, Vol.35 (4), p.535-549
Main Authors: Shi, Meijia, Tan, Cheng Yong
Format: Article
Language:English
Subjects:
Academic achievement
Child Rearing
Correlation
Early Adolescents
Early childhood education
Family Characteristics
Foreign Countries
Grade 7
Grade 8
Latent profile analysis
Mathematics Achievement
Mathematics education
Outcomes of Education
Parent Child Relationship
parental autonomy-support
parental control
Parenting Styles
Parents & parenting
Personal Autonomy
Public Schools
Secondary School Students
Secondary Schools
Socioeconomic factors
Socioeconomic Status
student achievement
Students
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Summary:Research has demonstrated that parental autonomy-support and control are two related but distinct factors. However, little research has investigated the different levels of parental autonomy-support (versus control) and the effects of these differences on student outcomes. This study addresses these gaps by identifying a typology of parents who vary in the levels of autonomy-support and control using latent profile analysis, and examining the relationships among family SES, parenting (parental autonomy-support and control), and students' mathematics achievement. The sample (N = 468, Grades 7 & 8) of this study were students from a secondary school in Shenzhen, Mainland China. Participants completed a parenting questionnaire and some items measuring socioeconomic status. Results revealed that there were three subtypes of parenting as perceived by students: Ruling parents, Democratic parents, and Governing parents. Parents with the highest family SES were more likely to be Ruling or, to a lesser extent, Governing parents. Students with Ruling parents had higher levels of mathematics achievement than their peers with Democratic or Governing parents. Findings have implications for future research to provide better assessments of the impacts of parenting style on student achievement and for parents and teachers working closely to support student learning.
ISSN:0256-8543
2150-2641
DOI:10.1080/02568543.2020.1752336