title: Does adolescents' disclosure to their parents matter for their academic adjustment?
abstract: The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents' autonomy support and control. Information about multiple dimensions of adolescents' academic adjustment (e.g., learning strategies, autonomous vs. controlled motivation, and grades) was also obtained. Both American and Chinese adolescents' disclosure predicted their enhanced academic adjustment over time. However, when American adolescents disclosed in a negative context (e.g., a poor parent-child relationship or controlling parenting), their autonomous (vs. controlled) motivation was undermined.
authors.affiliation: Department of Psychology, University of Illinois, at Urbana-Champaign, Champaign, IL 61820, USA. scheung3@illinois.edu
authors.forename: Cecilia S-S
authors.initials: CS
authors.lastname: Cheung
authors.forename: Eva M
authors.initials: EM
authors.lastname: Pomerantz
authors.forename: Wei
authors.initials: W
authors.lastname: Dong
mesh_terms: D000124:Achievement; D000223:Adaptation, Psychological; D000293:Adolescent; D002648:Child; D002681:China; D030881:Disclosure; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D009042:Motivation; D010287:Parent-Child Relations; D000297:Psychology, Adolescent; D012917:Social Adjustment; D014481:United States