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

5 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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