Parenting styles, adolescents' attributions, and educational outcomes in nine heterogeneous high schools.
This article examined the contemporaneous and predictive relations between parenting styles, adolescents' attributions, and 4 educational outcomes. Data were collected from adolescents attending 6 high schools in California and 3 high schools in Wisconsin during the 1987-1988 and 1988-1989 school years. The results of path analyses partially confirmed the central hypotheses. Adolescents who perceived their parents as being nonauthoritative were more likely than their peers to attribute achievement outcomes to external causes or to low ability. Furthermore, the higher the proportion of dysfunctional attributions made for academic successes and failures, the lower the levels of classroom engagement and homework 1 year later. Although adolescents' attributional style provided a bridge between parenting style and 2 educational outcomes, it did not fully explain the impact of parenting on those outcomes. Additional analyses within gender and ethnic subgroups reinforced the overall pattern of findings observed within the entire sample.
Glasgow
K L
KL
Department of Sociology, Stanford University, CA 94305-2047, USA.
Dornbusch
S M
SM
Troyer
L
L
Steinberg
L
L
Ritter
P L
PL
D000124:Achievement; D000293:Adolescent; D000294:Adolescent Behavior; D004521:Educational Measurement; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D016487:Parenting; D000297:Psychology, Adolescent