Australian Parenting and Adolescent Boys’ and Girls’ Academic Performance and Mastery: The Mediating Effect of Perceptions of Parenting and Sense of School Membership

Sivaneswary Phillipson, Laura McFarland

    Research output: Contribution to journalArticleResearchpeer-review

    8 Citations (Scopus)


    This study contributes to the understanding of
    how parenting relates to adolescents’ academic outcomes.
    This study tested the hypothesis that parenting behaviours,
    including parental warmth, anger, consistency and self-efficacy,
    are related to adolescents’ academic performance
    and mastery, and that this relationship is mediated by
    adolescent boys’ and girls’ perceptions of parenting and
    their sense of school membership in different ways. Multigroup
    nested structural equation models were built using
    the data obtained from Wave 5 of the Longitudinal Study
    of Australian Children. Four measures of parenting behaviours,
    adolescents’ perception of parenting behaviour,
    adolescents’ sense of school membership and their academic
    performance and mastery were obtained from 1926
    boys and 1850 girls and their parents to test this study’s
    hypotheses. The path models showed that girls’ perceptions
    of parenting played a more explicit role in affecting their
    academic performance and mastery compared to boys.
    Furthermore, parenting behaviours were mediated by boys’
    and girls’ sense of school membership, as influenced by
    their perceptions of parenting, in predicting their mastery
    and performance orientations, though the effects were quite
    different. The results suggest the roles played by parents in
    contributing to their children’s schooling and academic
    performance somewhat differ between boys and girls.
    Original languageEnglish
    Pages (from-to)2021 - 2033
    Number of pages13
    JournalJournal of Child and Family Studies
    Issue number6
    Publication statusPublished - 2016

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