Parental autonomy-support, parental control, SES, and mathematics achievement: A latent profile analysis

Abstract

Research has demonstrated that parental autonomy-support and control are two related but distinct factors. However, little research has investigated the different levels of parental autonomy-support (versus control) and the effects of these differences on student outcomes. This study addresses these gaps by identifying a typology of parents who vary in the levels of autonomy-support and control using latent profile analysis, and examining the relationships among family SES, parenting (parental autonomy-support and control), and students’ mathematics achievement. The sample (N = 468, Grades 7 & 8) of this study were students from a secondary school in Shenzhen, Mainland China. Participants completed a parenting questionnaire and some items measuring socioeconomic status. Results revealed that there were three subtypes of parenting as perceived by students: Ruling parents, Democratic parents, and Governing parents. Parents with the highest family SES were more likely to be Ruling or, to a lesser extent, Governing parents. Students with Ruling parents had higher levels of mathematics achievement than their peers with Democratic or Governing parents. Findings have implications for future research to provide better assessments of the impacts of parenting style on student achievement and for parents and teachers working closely to support student learning.