Perceived legitimacy of parental control over academic behaviors and adolescent students' academic adjustment

• Main Author: Bernardo, Allan B. I.
• Format: text
• Published: Animo Repository 2012
• Subjects: Education—Parent participation; Parent and child; Psychology
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/1270; https://animorepository.dlsu.edu.ph/context/faculty_research/article/2269/type/native/viewcontent
• Institution: De La Salle University

Perceived legitimacy of parental control over adolescents' academic life was investigated by asking 1,088 Filipino adolescents to indicate who they thought should decide on a range of academic issues. Exploratory factor analysis suggested three factors: learning activities, academic participation, and academic options. Respondents rejected parental authority on issues related to learning activities, but indicated that issues of academic participation and options should be decided jointly with their parents. In all domains, students in higher school levels more strongly rejected parental authority compared to students in lower school levels. Finally, there were distinct relationships between legitimacy perceptions and academic adjustment: Adjustment was positively associated with rejection of parental authority over learning activities (higher academic efficacy and lower self-reported disruptive behaviors), but negatively associated with rejection of parental authority over academic participation (higher self-reported disruptive behaviors).