Using a Person-Centered Approach to Examine the Contribution of Parental Behaviors to School Adjustment

• In Event: 60.083 - Roundtable Session 19
  In Roundtable Session: 60.083-1 - Adolescents, Parents, and Peers: Patterns and Issues

Abstract

Our main goal was to examine the role of parents’ need-supporting behaviors (autonomy support, involvement, and structure) in predicting students’ school adjustment using a person-centered approach. Two specific objectives were pursued: 1) identify and describe profiles of parents’ need-supporting behaviors and 2) examine how students in each profile can be distinguished on dimensions of school adjustment (academic, social, and emotional). Data came from a random sample of high school students (N = 408; 53% girls) and their parents, who completed a questionnaire. Results supported our hypothesis that students in a profile characterized by high need-supporting parental behaviors would be better adjusted in school than students in others profiles. Our results also suggest that psychological control undermined students’ adjustment in school.

Authors

• Genevieve Boisclair Chateauvert, Université Laval

• Catherine Ratelle, Université Laval

• Stephane Duchesne, Université Laval

• Frederic Guay, Université Laval