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Relations among parenting, academic performance, and psychopathology: An investigation of developmental cascades and their interplay with maternal and paternal parenting / Jeong Jin YU in Development and Psychopathology, 36-1 (February 2024)
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Titre : Relations among parenting, academic performance, and psychopathology: An investigation of developmental cascades and their interplay with maternal and paternal parenting Type de document : Texte imprimé et/ou numérique Auteurs : Jeong Jin YU, Auteur Article en page(s) : p.325-337 Langues : Anglais (eng) Mots-clés : academic performance authoritative parenting developmental cascades externalizing behavior internalizing behavior Index. décimale : PER Périodiques Résumé : Little effort has been made to integrate developmental cascades with maternal/paternal parenting in a single investigation. The present study seeks to test cascading effects among academic and internalizing/externalizing symptoms and their associations with maternal/paternal parenting across three time points from 8 to 10 years. Data for this investigation came from a nationally representative prospective cohort study of children born in April through July of 2008 in South Korea who were followed up annually. The sample included 1,598 families (48.5% girls). Parents rated their parenting and teachers rated children?s internalizing/externalizing problems and academic performance. Structural equation modeling showed that externalizing problems were negatively related to academic performance. Academic performance was negatively related to internalizing problems and positively related to maternal/paternal authoritative parenting, which in turn led to children?s higher academic performance. Bidirectional relations were found between academic performance and externalizing problems and between paternal authoritative parenting and children?s internalizing problems. Findings suggested cascading effects and their associations with parenting were not attributable to child gender, intelligence, or socioeconomic differences. These findings lend support to adjustment erosion and academic incompetence models and underscore the need for greater attention to the role that fathering may play in children?s development and mothering. En ligne : https://dx.doi.org/10.1017/S0954579422001225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Development and Psychopathology > 36-1 (February 2024) . - p.325-337[article] Relations among parenting, academic performance, and psychopathology: An investigation of developmental cascades and their interplay with maternal and paternal parenting [Texte imprimé et/ou numérique] / Jeong Jin YU, Auteur . - p.325-337.
Langues : Anglais (eng)
in Development and Psychopathology > 36-1 (February 2024) . - p.325-337
Mots-clés : academic performance authoritative parenting developmental cascades externalizing behavior internalizing behavior Index. décimale : PER Périodiques Résumé : Little effort has been made to integrate developmental cascades with maternal/paternal parenting in a single investigation. The present study seeks to test cascading effects among academic and internalizing/externalizing symptoms and their associations with maternal/paternal parenting across three time points from 8 to 10 years. Data for this investigation came from a nationally representative prospective cohort study of children born in April through July of 2008 in South Korea who were followed up annually. The sample included 1,598 families (48.5% girls). Parents rated their parenting and teachers rated children?s internalizing/externalizing problems and academic performance. Structural equation modeling showed that externalizing problems were negatively related to academic performance. Academic performance was negatively related to internalizing problems and positively related to maternal/paternal authoritative parenting, which in turn led to children?s higher academic performance. Bidirectional relations were found between academic performance and externalizing problems and between paternal authoritative parenting and children?s internalizing problems. Findings suggested cascading effects and their associations with parenting were not attributable to child gender, intelligence, or socioeconomic differences. These findings lend support to adjustment erosion and academic incompetence models and underscore the need for greater attention to the role that fathering may play in children?s development and mothering. En ligne : https://dx.doi.org/10.1017/S0954579422001225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523