Parent Styles Associated With Children's Self-Regulation and Competence in School

Wendy S. Grolnick, Richard M. Ryan

Research output: Contribution to journalArticlepeer-review

961 Scopus citations

Abstract

This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3-6, using a structured interview. Construct validity data for the interview ratings suggested that the three parent dimensions were reliable, relatively independent, and correlated with other parent measures in hypothesized ways. Aspects of children's self-regulation and competence were measured through children's self-reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's self-reports of autonomous self-regulation, teacher-rated competence and adjustment, and school grades and achievement. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were obtained for father involvement. The structure dimension was primarily related to children's control understanding. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence.

Original languageEnglish
Pages (from-to)143-154
Number of pages12
JournalJournal of Educational Psychology
Volume81
Issue number2
DOIs
StatePublished - Jun 1989

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