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Parental Influence and Students’ Outcomes and Well-Being

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Building Autonomous Learners

Abstract

Various researchers have investigated the influence of parents on the child’s academic performance and a myriad of child social-psychological and behavioural outcomes. This chapter highlights some notable studies on parental influence and examines indications of convergence towards characteristic patterns of parental behaviours that are associated with positive child outcomes. The emergence of the self-determination theory (SDT) as the theoretical framework for such investigations is discussed. How SDT can provide explanation for the beneficial effects that the authoritative parenting style has on child development is also explored. Relevant to this discussion, highlights of findings from recent studies on the effects of parenting dimensions, that are based on SDT and are reflective of the authoritative style, on student-athletes’ motivational factors and well-being are presented. Suggestions for parents and school leaders for optimal child development and directions for future research are offered.

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  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Wai Cheong Eugene Chew

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  1. National Inst of Edu, Singapore, Singapore

    Woon Chia Liu

  2. National Inst of Edu, Singapore, Singapore

    John Chee Keng Wang

  3. Institute for Positive Psychology and Education, Faculty of Health Sciences, Australian Catholic University, Strathfield, New South Wales, Australia

    Richard M. Ryan

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Chew, W.C.E. (2016). Parental Influence and Students’ Outcomes and Well-Being. In: Liu, W., Wang, J., Ryan, R. (eds) Building Autonomous Learners. Springer, Singapore. https://doi.org/10.1007/978-981-287-630-0_10

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  • DOI: https://doi.org/10.1007/978-981-287-630-0_10

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