Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence |
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| Institution: | 1. University of Eastern Finland, Philosophical Faculty, School of Educational Sciences and Psychology, P.O. Box 111, 80101 Joensuu, Finland;2. University of Jyväskylä, Department of Psychology, P.O. Box 35, FI-40014 University of Jyväskylä, Finland;3. University of Jyväskylä, Department of Teacher Education, P.O. Box 35, FI-40014 University of Jyväskylä, Finland;4. New York University, Abu Dhabi, United Arab Emirates;1. Department of Educational Psychology, The Chinese University of Hong Kong, China;2. Department of Psychology, University of Illinois at Urbana–Champaign, USA;3. Guangzhou Civil Aviation College, China;4. Department of Psychology, The Chinese University of Hong Kong, China;5. Brain and Mind Institute, The Chinese University of Hong Kong, China;1. Department of Psychology, University of Jyväskylä, Finland;2. Institute of Natural Sciences and Health, Tallinn University, Estonia;1. Social and Political Sciences, University of Melbourne, Parkville 3052, Victoria, Australia;2. School of Psychology, UCD, Dublin, Ireland |
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| Abstract: | Numerous studies showed that general cognitive ability (GCA) is a reliable predictor of academic achievement. In addition, parental involvement in their children's academic development is of major importance in early adolescence. This study investigated the incremental validity of parental involvement over GCA in the prediction of academic performance within the domains of math and language. We examined four dimensions of perceived parental involvement: autonomy supporting behavior, emotional responsivity, structure, and achievement-oriented control. Results from a sample of 334 adolescents (mean age = 12.4, SD = .9, range = 10–14 years) showed that GCA was the strongest predictor of achievement in both domains. While autonomy support and emotional responsivity had no predictive value over GCA, high levels of achievement-oriented control and structure were detrimental to academic success. These findings provide new evidence for the significance of parental involvement in their children's achievement in school even after the most powerful predictor of academic success has been accounted for. |
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