The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-14e

Bibliographic reference :
Steinberg, L. (2001). We Know Some Things: Parent-Adolescent Relationships in Retrospect and Prospect. Journal of Research on Adolescence, 11(1), 1-19.

Abstract :

The author of this article examined the most important ideas that have emerged in the last 25 years of research on the development of adolescents in the family context. More precisely, this study focused on variations in parent-adolescent relationships and their effect on developing adolescents.

Parent-adolescent Relationships
Prior to the 1970s, conflict between parents and adolescents was regarded as necessary to help adolescents build their own identity. This perspective was challenged in the early 1970s when research showed that most families did not necessarily experience conflict.

Nowadays, the picture is not as clear; it all depends on what is meant by conflict and whether it is reported by parents or adolescents. Indeed, family members do not experience conflict in the same manner. Parents seem more concerned than adolescents about conflict.

Effect of the Authoritative Parenting Style
Parents who adopt an authoritative parenting style are warm and involved, but firm and consistent in enforcing rules. In addition, they encourage their children to develop psychological autonomy (e.g., the right to their own opinion).

Research has established links between this parenting style and children’s higher academic achievement, greater self-esteem, better psychological health and lesser likelihood of developing deviant behaviour.

Each component of the authoritative parenting style (warmth, firmness and granting of psychological autonomy) seemed to positively influence the academic achievement and psychosocial development of adolescents. However, excessive strictness can have adverse effects on academic achievement.

Several reasons can account for the positive effect of this parenting style. Adolescents are more receptive to their parents’ influence, which in turn fosters healthier social skills. In addition, research has shown that the authoritative parenting style changes the effect of parental practices. Indeed, encouragement and involvement by parents in relation to school experience has a more positive effect on academic achievement within households that adopt this parenting style, compared to non-authoritative households.

The author emphasized that although parents have a significant influence on the development of their adolescents, other factors such as genetic background and the socialization process outside the household (e.g., peer influence) are to be considered.

Positive results related to the authoritative parenting style were observed across various populations with different socio-economic status, ethnicity and household compositions.

It was also interesting to note that effective teachers and school principals exhibited the same characteristics as those of the authoritative parenting style.

Lastly, it was found that parents were more likely to adopt the authoritative parenting style if other parents in the community did likewise.

Conclusion
The author highlighted the need to remind parents that they have a central role to play in the development of their adolescents. Relevant information on the development of adolescents and effective practices also need to be transmitted to parents. 

Links :
This journal is also available in electronic format. Publisher’s Website address: http://www.s-r-a.org/jra.html"

Key Words :
Adolescence, Parent-adolescent Relationships, Family Context, Conflict, Parental Style, Authoritative Parenting Style, Academic Competence, Social Competence, Genetic Background, Socialization, Peers, Socio-economic Status, Ethnicity, Household Composition, Literature Review, Newsletter13

Monitored Countries :
United States