Click here to download

Parenting styles, school wellbeing and school performance in adolescence
Journal Title: RICERCHE DI PSICOLOGIA  
Author/s: Maria Giulia Olivari, Eleonora Mascheroni, Gaia Cuccì, Emanuela Confalonieri 
Year:  2019 Issue: 1 Language: Italian 
Pages:  18 Pg. 9-26 FullText PDF:  216 KB
DOI:  10.3280/RIP2019-001001
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 


This study examines school wellbeing in a sample of 536 students enrolled in the first class of 7 different Italian high school in order to: 1) describe the level of school wellbeing and school performance; 2) investigate the relationship between school wellbeing and school performance; 3) explore the role of maternal and paternal parenting styles in predicting academic achievement; 4) explore the role of maternal and paternal parenting styles in predicting school well-being. Our re-sults indicate that males report higher levels of school wellbeing and lower levels of school performance than females. Wellbeing resulted to be associated to school performance, both among males and females. Among males a better school performance is associated with authoritative maternal style; among fe-males it is negatively associated with permissive and authoritarian styles. As for school wellbeing, for males it is positively associated with authoritative maternal and paternal style. Among females, authoritative maternal style is associated with higher levels of school wellbeing, while maternal authoritarian style and ma-ternal and paternal permissive style are associated with a lower level of school wellbeing
Keywords: Adolescents, parenting styles, school wellbeing, school performance

  1. Adelman, H. S., Taylor, L., & Nelson, P. (1989). Minors’ dissatisfaction with their life circumstances. Child Psychiatry and Human Development, 20, 135-147., DOI: 10.1007/BF00711660
  2. Antonietti, A., & Confalonieri, E. (2015). Il ruolo delle life skills nella promozione del benessere. Ricerche di Psicologia, 11, 97-107., DOI: 10.3280/RIP2015-001005
  3. Andolfi, V. R., Confalonieri, E., Nardò, F., & Traficante, D. (2015). Stare bene a scuola. Il ruolo delle abilità di letto-scrittura. Psicologia dell’educazione, 2-3, 133-152.
  4. Andolfi, V. R., Tay, L., Confalonieri, E., & Traficante, D. (2017). Assessing well-being in children: Italian adaptation of the Comprehensive Inventory of Thriving for children (CIT-Child). TPM-Testing, Psychometrics, Methodology in Applied Psychology, 24, 127-145., DOI: 10.4473/TPM24.1.8
  5. Baumrind, D., Larzelere, R. E., & Owens, E. B. (2010). Effects of preschool parents’ power assertive patterns and practices on adolescent development. Parenting: Science and Practice, 10, 157-201., DOI: 10.1080/15295190903290790
  6. Bonanomi, A., Olivari, M. G., Mascheroni, E., Gatti, E., & Confalonieri, E. (2018). Using a Multidimensional Rash Analysis to Evaluate the Psychometric Properties of The Motivated Strategies for Learning Questionnaire (Mslq) Among High School Students. TPM: Testing, Psychometrics. Methodology in Applied Psychology, 25, 83-100., DOI: 10.4473/TPM25.1.5
  7. Booth-LaForce, C., & Oxford, M. L. (2008). Trajectories of social withdrawal from grades 1 to 6: Prediction from early parenting, attachment, and temperament. Developmental Psychology, 44, 1298-1313.
  8. Calandri, E., Begotti, T., Bina, M., & Cattelino, E. (2017). Fattori di protezione dal consumo di alcolici e dal binge drinking nella prima adolescenza, Ricerche di Psicologia, 22, 419-440., DOI: 10.3280/RIP2017-004003
  9. Cantarella, A., Muffato, V., Borella, E., Pacher, D., & De Beni, R. (2015). Interventi di potenziamento del ben-essere psicologico nell’invecchiamento. Ricerche di Psicologia, 13, 109-121., DOI: 10.3280/RIP2015-001006
  10. Chow, H. P. (2005). Life satisfaction among university students in a Canadian prairie city: A multivariate analysis. Social indicators research, 70, 139-150.
  11. Colombo, M. (2015). Abbandono scolastico in Italia: un problema serio, molti circoli viziosi e qualche strategia di prevenzione. SCUOLA DEMOCRATICA, 2, 411-424., DOI: 10.12828/80464
  12. Confalonieri, E. (2012). Sviluppo psicologico e rendimento scolastico in adolescenza: quali protagonisti?, In P. Bastianoni (Ed.), La relazione tra famiglie e scuola in adolescenza (pp. 103-111). Ferrara: Este Edition.
  13. Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487-496., DOI: 10.1037/0033-2909.113.3.487
  14. De Bruyn, E. H., Deković, M., & Meijnen, G. W. (2003). Parenting, goal orientations, classroom behavior, and school success in early adolescence. Journal of Applied Developmental Psychology, 24, 393-412., DOI: 10.1016/S0193-3973(03)00074-1
  15. DeVore, E. R., & Ginsburg, K. R. (2005). The protective effects of good parenting on adolescents. Current Opinion in Pediatrics, 17, 460-465.
  16. Dekkers, H. P., Bosker, R. J., & Driessen, G. W. (2000). Complex inequalities of educational opportunities. A large-scale longitudinal study on the relation between gender, social class, ethnicity and school success. Educational Research and Evaluation, 6, 59-82., DOI: 10.1076/1380-3611(200003)6:1;1-I;FT059
  17. DeSantis-King, A. L. D., Huebner, S., Suldo, S. M., & Valois, R. F. (2006). An ecological view of school satisfaction in adolescence: Linkages between social support and behavior problems. Applied Research in Quality of Life, 1, 279-295.
  18. Dew, T., & Huebner, E. S. (1994). Adolescents’ perceived quality of life: An exploratory investigation. Journal of School Psychology, 32, 185-199., DOI: 10.1016/0022-4405(94)90010-8
  19. Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55, 34-43.
  20. Diener, E., Lucas, R. E., & Scollon, C. N. (2006). Beyond the hedonic treadmill: revising the adaptation theory of well-being. American Psychologist, 61, 305-314., DOI: 10.1037/0003-066X.61.4.305
  21. Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46, 213-233.
  22. Ge, X., Lorenz, F. O., Conger, R. D., Elder, G. H., & Simons, R. L. (1994). Trajectories of stressful life events and depressive symptoms during adolescence. Developmental Psychology, 30, 467-483., DOI: 10.1037/0012-1649.30.4.467
  23. Gherasim, L. R., Brumariu, L. E., & Alim, C. L. (2017). Parenting style and children’s life satisfaction and depressive symptoms: Preliminary findings from Romania, France, and Russia. Journal of Happiness Studies, 18, 1013-1028.
  24. Glasgow, K. L., Dornbusch, S. M., Troyer, L., Steinberg, L., & Ritter, P. L. (1997). Parenting styles, adolescents’ attributions, and educational outcomes in nine heterogeneous high schools. Child development, 68, 507-529., DOI: 10.2307/1131675
  25. Hoffmann, M. L., Powlishta, K. K., & White, K. (2004). An examination of gender differences in adolescent adjustment: The effect of competence on gender role differences in symptoms of psychopathology. Sex Roles: A Journal of Research, 50, 795-810.
  26. Huebner, E. S. (1994). Conjoint analyses of the Students’ Life Satisfaction Scale and the Piers‐Harris Self‐Concept Scale. Psychology in the Schools, 31, 273-277.
  27. Huebner, E. S., Ash, C., & Laughlin, J. E. (2001). Life experiences, locus of control, and school satisfaction in adolescence. Social Indicators Research, 55, 167-183., DOI: 10.1023/A:1010939912548
  28. Huebner, E.S., & Diener, C. (2008). Research of life satisfaction of children and youth: Implications for the delivery of school-related services. In M. Eid, & R. Larson (Eds.), The Science of Subjective Well-Being (pp. 376-392). New York: The Guilford Press.
  29. Huebner, E. S., & Gilman, R. (2006). Students who like and dislike school. Applied Research in Quality of Life, 1, 139-150.
  30. Huebner, E. S., & McCullough, G. (2000). Correlates of school satisfaction among adolescents. The Journal of Educational Research, 93, 331-335., DOI: 10.1080/00220670009598725
  31. Jose, P. E., & Ratcliffe, V. (2004). Stressor frequency and perceived intensity as predictors of internalizing symptoms: gender. New Zealand Journal of Psychology, 33, 145-154.
  32. Karatzias, A., Power, K. G., Flemming, J., Lennan, F., & Swanson, V. (2002). The role of demographics, personality variables and school stress on predicting school satisfaction/dissatisfaction: Review of the literature and research findings. Educational Psychology, 22, 33-50., DOI: 10.1080/01443410120101233
  33. Leung, J. P., & Leung, K. (1992). Life satisfaction, self-concept, and relationship with parents in adolescence. Journal of Youth and adolescence, 21, 653-665., DOI: 10.1007/BF01538737
  34. Marchant, G. J., Paulson, S. E., & Rothlisberg, B. A. (2001). Relations of middle school students’ perceptions of family and school contexts with academic achievement. Psychology in the Schools, 38, 505-519.
  35. Matud, M. P. (2004). Gender differences in stress and coping styles. Personality and individual differences, 37, 1401-1415.
  36. McCabe, K., Bray, M. A., Kehle, T. J., Theodore, L. A., & Gelbar, N. W. (2011). Promoting happiness and life satisfaction in school children. Canadian Journal of School Psychology, 26, 177-192., DOI: 10.1177/0829573511419089
  37. Molinari, L. (2015). Stare bene in classe: l’importanza dei processi interattivi e comunicativi. Ricerche di Psicologia, 11, 163-173., DOI: 10.3280/RIP2015-001010
  38. Muffato, V., Cantarella, A., Borella, E., & De Beni, R. (2015). Ben-essere nell’arco di vita. Ricerche di Psicologia, 18, 175-192., DOI: 10.3280/RIP2015-001011
  39. Newman, K., Harrison, L., Dashiff, C., & Davies, S. (2008). Relationships between parenting styles and risk behaviors in adolescent health: An integrative literature review. Revista Latino-Americana de Enfermagem, 16, 142-150., DOI: 10.1590/S0104-11692008000100022
  40. Nolen-Hoeksema, S., & Girgus, J. S. (1994). The emergence of gender differences in depression during adolescence. Psychological Bulletin, 115, 424-443.
  41. Olivari, M. G., Cuccì, G., Bonanomi, A., Tagliabue, S., & Confalonieri, E. (2018). Retrospective Paternal and Maternal Parenting Styles, Regulatory Self-Efficacy and Adolescent Risk Taking. Marriage & Family Review, 54, 282-295., DOI: 10.1080/01494929.2017.1403990
  42. Olivari, M. G., Cuccì, G., & Confalonieri, E. (2017). Stile genitoriale autoritario, giustificazione della violenza e messa in atto di comportamenti di Dating Aggression. Maltrattamento e Abuso all’Infanzia, 19,13-29., DOI: 10.3280/MAL2017-003002
  43. Olivari, M. G., Cuccì, G., & Mascheroni, E. (2016). Relazioni tra motivazione, benessere scolastico, rendimento e intenzione di interrompere gli studi. Psicologia dell’educazione, 3, 83-94.
  44. Olivari, M. G., Tagliabue, S., & Confalonieri, E. (2013). Parenting Style and Dimensions Questionnaire: A review of reliability and validity. Marriage & Family Review, 49, 465-490., DOI: 10.1080/01494929.2013.770812
  45. Olivari, M. G., Wahn, E. H., Maridaki-Kassotaki, K., Antonopoulou, K., & Confalonieri, E. (2015). Adolescent perceptions of parenting styles in Sweden, Italy and Greece: An exploratory study. Europe’s Journal of Psychology, 11, 244-258.
  46. Omizo, M. M., Omizo, S. A., & D’Andrea, M. J. (1992). Promoting wellness among elementary school children. Journal of Counseling & Development, 71, 194-198.
  47. Organisation for Economic Co-operation and Development. (OECD, 2017). PISA 2015 Results (Volume III): Students’ Well-Being. OECD Publishing.
  48. Park, N. (2004). The role of subjective well-being in positive youth development. The Annals of the American Academy of Political and Social Science, 591, 25-39., DOI: 10.1177/0002716203260078
  49. Petrillo, G. (2008). Promozione della salute e del benessere degli adolescenti nel contesto scolastico. Psicologia della Salute, 3, 59-82., DOI: 10.3280/PDS2008-003006
  50. Pomerantz, E. M., Altermatt, E. R., & Saxon, J. L. (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94, 396-404., DOI: 10.1037/0022-0663.94.2.396
  51. Pontecorvo, C. (2013). La scuola come contesto socio-culturale per l’apprendimento dei bambini e dei giovani. Ricerche di Psicologia, 6, 175-170., DOI: 10.3280/RIP2013-01012
  52. Robinson, C. C., Mandleco, B., Olsen, S. F., & Hart, C. H. (2001). The Parenting Styles and Dimensions Questionnaire. In B. F. Perlmutter, J. Touliatos, & G. W. Olden (Eds.), Handbook of family measurement techniques: Vol. 3. Instruments & index (pp. 319-321), Thousand Oaks: Sage.
  53. Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727., DOI: 10.1037/0022-3514.69.4.719
  54. Salmela-Aro, K., & Tynkkynen, L. (2010). Trajectories of life satisfaction across the transition to post-compulsory education: Do adolescents follow different pathways? Journal of youth and adolescence, 39, 870-881.
  55. Sastre, M. T. M., & Ferrière, G. (2000). Family “Decline” and the Subjective Well-being of Adolescents. Social Indicators Research, 49(1), 69-82., DOI: 10.1023/A:1006935129243
  56. Scotti, G. (2017). Linee guida per l’orientamento: dimenticanze per i DSA? Ricerche di Psicologia, 16, 157-172., DOI: 10.3280/RIP2017-002001
  57. Shek, D. T. (2002). Family functioning and psychological well-being, school adjustment, and problem behavior in Chinese adolescents with and without economic disadvantage. The Journal of Genetic Psychology, 163(4), 497-502., DOI: 10.1080/00221320209598698
  58. Simons, L. G., & Conger, R. D. (2007). Linking mother–father differences in parenting to a typology of family parenting styles and adolescent outcomes. Journal of Family Issues, 28, 212-241., DOI: 10.1177/0192513X06294593
  59. Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child development, 63, 1266-1281.
  60. Suldo, S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D., & Michalowski, J. (2009). Teacher support and adolescents’ subjective well-being: A mixed-methods investigation. School Psychology Review, 38, 67-85., DOI: 10.1177/0013124513514604
  61. Suldo, S. M., & Huebner, E. S. (2004). Does life satisfaction moderate the effects of stressful life events on psychopathological behavior during adolescence?. School Psychology Quarterly, 19, 93-105.
  62. Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37, 52-68.
  63. Suldo, S. M., Shaunessy, E., & Hardesty, R. (2008). Relationships among stress, coping, and mental health in high‐achieving high school students. Psychology in the Schools, 45, 273-290.
  64. Tagliabue, S., Olivari, M. G., Bacchini, D., Affuso, G., & Confalonieri, E. (2014). Measuring adolescents’ perceptions of parenting style during childhood: Psychometric properties of the parenting styles and dimensions questionnaire. Psicologia: Teoria e Pesquisa, 30, 251-258., DOI: 10.1590/S0102-37722014000300002
  65. Tagliabue, S., Olivari, M. G., Miranda, M. C., Affuso, G., Bacchini, D., & Confalonieri, E. (2015). Memories of parenting styles and communicative processes in adolescence. Family Science, 6, 389–393., DOI: 10.1080/19424620.2015.1110192
  66. Tobia, V., & Marzocchi, G. M. (2011a). Norme italiane dello Strengths and Difficulties Questionnaire (SDQ): Il comportamento dei bambini italiani valutato dai loro insegnanti. Disturbi di attenzione e iperattività, 6, 167-174.
  67. Tobia, V., & Marzocchi, G. M. (2011b). Il benessere nei bambini con disturbi specifici dell’apprendimento e nei loro genitori: uno studio pilota con il questionario sul benessere scolastico-versione per genitori. Ricerche di Psicologia, 19, 499-517., DOI: 10.3280/RIP2011-004004
  68. Tobia, V., & Marzocchi, G. M. (2015a). QBS 8-13. Questionari per la valutazione del benessere scolastico e identificazione dei fattori di rischio. Trento: Erikson.
  69. Tobia, V., & Marzocchi, G. M. (2015b). Il benessere scolastico: una ricerca su bambini con sviluppo tipico e con Bisogni Educativi Speciali. Difficoltà di apprendimento e didattica inclusiva, 3, 221-232.
  70. Vera, E., Thakral, C., Gonzales, R., Morgan, M., Conner, W., Caskey, E.,Bauer, A, Mattera, L., Clark, S,, Bena, K. & Dick, L. (2008). Subjective well-being in urban adolescents of color. Cultural Diversity & Ethnic Minority Psychology, 14, 224-233., DOI: 10.1037/1099-9809.14.3.224
  71. Verkuyten, M. (1986). The impact of ethnic and sex differences on happiness among adolescents in the Netherlands. The Journal of Social Psychology, 126, 259-260.
  72. Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social indicators research, 59, 203-228., DOI: 10.1023/A:1016279602893
  73. Wang, D., & Fletcher, A. C. (2016). Parenting style and peer trust in relation to school adjustment in middle childhood. Journal of Child and Family Studies, 25, 988-998.

Maria Giulia Olivari, Eleonora Mascheroni, Gaia Cuccì, Emanuela Confalonieri, Parenting styles, school wellbeing and school performance in adolescence in "RICERCHE DI PSICOLOGIA " 1/2019, pp. 9-26, DOI:10.3280/RIP2019-001001

   

FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content