142nd APHA Annual Meeting and Exposition

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Concurrent and longitudinal associations of strict home environments on adolescent academic outcomes

142nd APHA Annual Meeting and Exposition (November 15 - November 19, 2014): http://www.apha.org/events-and-meetings/annual
Wednesday, November 19, 2014

Jessica Wong , Health Science, Cal State University Dominguez Hills, Carson, CA
Enrique Ortega, Phd MPH , Health Sciences, California State University Dominguez Hills, Carson, CA
Emanuela Rabaglietti, PhD , Developmental Psychology, University of Turin, Turin, Italy
Background:Previous research has indicated that parenting styles and practices have a strong influence on adolescent academic competence. Strict home environments have been observed to produce varied academic outcomes among adolescents according to country of origin and predominant culture. The purpose of the study was to investigate the concurrent and longitudinal influence of strict family rules on various indicators of academic competence.  

Methods: The sample consisted of 328 Italian high school adolescents (56% female), ages 14–19 years (M = 16.23, SD = 1.39). This sample was representative of the population of adolescents attending high school in this part of Italy, where 98% of all adolescents attend high school following primary school. Linear regressions were used to explore the associations of among our variable of interest. Age and gender were used as control variables in this study.

Results:Results indicated greater indications of strict family rules to be concurrently associated with value on academic achievement (β = 1.02, p < 0.001) self confidence in academic achievement (β = 1.31, p < 0.001) and lower expectations of school success (β = -.648, p < 0.049). Greater indications of strict family rules were longitudinally associated with perceived utility of school (β = .82, p < 0.04).

Conclusions: These study findings reflect possible positive effects of a regulated home environment on adolescent academic outcomes. Further research is required that can integrate intrapersonal and social predictors of positive academic experiences. Intervention implications are discussed.  

Learning Areas:

Social and behavioral sciences

Learning Objectives:
Identify the association strictness of home environments and academic achievement outcomes. Explain parenting influence on adolescent scholastic achievement. Differentiate US and European adolescent correlates of educational achievement.

Keyword(s): Adolescents, Behavioral Research

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am a research assistant for a research group that has received funding for multiple project grants and which has a strong record of peer reviewed publications in the area of child and adolescent health behaviors. My scientific interests concern the topics under consideration in this abstract which are the basis for my statistical and research methods training. I am responsible to prepare this research for a scientific peer reviewed manuscript.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

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