The impact of parenting styles on children developmental outcome : the role of academic self-concept as a mediator.

摘要

Although the importance of parenting styles directly influencing child development is well established, fewer studied have examined whether parenting styles also affect children’s behavioural problems indirectly, mediated through children’s academic self-concept (ASC). We examined direct and shared effects of parenting styles on behaviouraludAQ4 problems of 199 Kurdish primary school children with a mean age of 11 years 7 months (range 11; 5 months to 12;ud3 months). Questionnaires measured parenting styles (child version of Alabama Parenting Questionnaire), assessedudchildren’s ASC (Myself-As-Learner Scale) and identified children’s behavioural problems (Strengths and DifficultiesudQuestionnaire). PROCESS analysis was used to perform the mediation analysis. The results revealed that positive andudnegative parenting composites are indirectly related to children’s internalising behaviour problems. In addition, ASCudpartially mediated the relationship between the negative parenting composite and prosocial behaviour. However, theudmediation analysis did not show the expected indirect effect of parenting styles on externalising problems as beingudmediated via ASC. Hence, we argue that the ASC serves as a significant mediator in the relationship between parentingudstyles with prosocial behaviour and internalising problems.