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Educational Psychology Review

, Volume 28, Issue 3, pp 605–644 | Cite as

Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: a Meta-analysis of Research

  • Ariana C. Vasquez
  • Erika A. Patall
  • Carlton J. Fong
  • Andrew S. Corrigan
  • Lisa Pine
Review Article

Abstract

A meta-analysis of 36 studies examining the relations between parent autonomy support (PAS) and child outcomes indicated that PAS was related to greater academic achievement and indicators of adaptive psychosocial functioning, including autonomous motivation, psychological health, perceived competence, engagement, and positive attitudes toward school, among other outcomes. The strongest relation emerged between PAS and psychological health. Results indicated that the strength of the PAS relation was stronger when PAS was reflective of both parents, rather than of just mothers or just fathers among five of six outcomes for which moderators could be examined. Moderator analyses also suggested that PAS correlations are stronger when the outcome is better aligned to the predictor and the relation between PAS and psychosocial outcomes may vary by grade level. Implications for theory and future research are discussed.

Keywords

Parenting Autonomy support Academic achievement Psychological well-being Meta-analysis 

References

References marked with an asterisk indicate studies included in the meta-analysis

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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.Department of Educational PsychologyThe University of Texas at AustinAustinUSA
  2. 2.Department of Educational AdministrationThe University of Texas at AustinAustinUSA
  3. 3.Department of PsychologyThe University of Texas at AustinAustinUSA

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