Adolescents’ Resilience and Academic Achievement in Professional Schools and Parental Attitudes

Abstract

Parental attitudes represent a relevant research theme concerning the parent-children relationship with impact on individual development, as seen from multiple, recent research on children’s personal skills development and success. The present study focused on analysis of the relationships between parental attitudes, resilience and academic achievement of adolescents in professional or vocational schools. Quality of parenthood was addressed considering adolescents’ perceptions of parents’ affection and child-rearing practices. Several resilience resources and socio-demographic variables were analyzed. Participants included around three hundred Portuguese and African adolescents, between 14-23 years old (M= 17.84; SD=2.02), from professionalor vocational schools (7th-12th grades) in the center of Portugal. The majority were males (61.70%), from low socio-economic classes. For assessment, we used the Youth Perception Inventory-YPI (Streit, 1978; Portuguese version: Fleming, 1997 ), the Healthy Kids Resilience Assessment Module-HKRA ( Constantine & Benard, 2001 ; Portuguese version: Martins, 2005, Palma, 2010), school results (2011/2012) and a socio-demographic questionnaire. The data make interesting contributions regarding the impact of demographic aspects on the variables studied, showing differences resulting from nationality, gender, type of family and the father’s qualifications. Although no significant associations have been found between school results and parental attitudes or resilience, the data show some relationships between parental attitudes and resilience. The results suggest that, in general terms, the perception adolescents have of their parents’ affection (love/hostility) is related to their resilience resources, namely external resources and involvement at home and in the community, and can have a positive and adaptive influence on adolescents’ development in several fields, such as the social, academic and health dimensions.

Keywords: Adolescentsresilienceacademic achievementparents

1.Introduction

The family is the first mediator between man and culture. As a socialization context, it is the

dynamic unit of affective, social and cognitive relations, having an essential role in the development of its

members (Peterson, 2005; Soares, & Almeida, 2011). Considered the crucial basis of identity, the family

determines the first social relationships, as well as the contexts where most initial learning about people,

situations and individual capacities takes place (Fleming, 1988). The emotional atmosphere of the family,

the way children are educated, trained and prepared for life, and the opportunities and difficulties which

family life presents for normal development (Bornstein, 2002; Pardini, Waller, & Hawes, 2015) are

factors that are present from birth and extend throughout adolescence and adulthood.

Parenting styles represent a relevant research theme in view of the relationship between parents

and children. How parents establish relations of power, hierarchy and emotional support for their children

is the result of many transformations and changes that the family has undergone over time (Baumrind,

1968; Costa, Teixeira, & Gomes, 2000). Parental attitudes are often not the most appropriate, and may

have a harmful effect in the various areas of the individual’s development and formation, particularly in

terms of children’s social and school life (Cecconello, Antoni, & Koller, 2003; Costa, Teixeira, & Gomes,

2000; Dessen, & Ramos, 2010; Waller, Gardner, & Hyde, 2013; Waller, Shaw, Forbes, & Hyde, 2015).

Given that human behavior has numerous causes, and is a result of the influence of multiple variables that

contribute to the development of each individual, the present study chose important concepts that seem to

be related. Thus, the study is dedicated to analysis of the relations between parental educational attitudes,

resilience and academic achievement, also considering the influence of relevant demographic variables.

We accept the possibility of association between resiliency resources and the quality of parent-child

relationships in the family environment or the nuclear family, where descendants tend to elaborate an

imitation process vis-à-vis the standards experienced, serving as a model for their own development

(Dessen, & Ramos, 2010).

The quality of parenting practices (or child-rearing practices) in childhood is crucial for the

balanced development of the child. Parents are, in principle, the child’s first educators and socialization

agents, and this is why their practices will inevitably influence their children’s learning and behavior in

the future. The family relationship, the influence of parenting styles and family communication are

factors that play important roles in the development of children and adolescents, being fundamental for

the adjustment and development of psychosocial and mental health skills (Bornstein, Cote, Haynes, Hahn,

& Park, 2010; Bornstein, 2002; Goodnow, 1988; Morgado, & Vale-Dias, 2012; Morgado, Vale-Dias, &

Paixão, 2013; Sousa, 2009; Vale-Dias, & Reboredo, 2011).

2.Problem Statement

There is no doubt that parental attitudes are a relevant research theme concerning the parents-

children relationship with impact on individual development, requiring multiple, up-to-date research on

children’s personal skills development and success.

Several studies have shown that the quality of the family relationship has a strong impact on

various dimensions of children’s lives, especially at the stage of adolescence in terms of academic

adjustment (Soares, & Almeida, 2011; Lamb, 2010). Kordi (2010), through his study of the relationship

between parenting styles and children’sschool achievement, indicated that there is a strong association

between educational attainment and parental involvement, and that authoritative parent styles, according

to the typology of Baumrind (1966), were associated with higher levels of educational achievement.

A quality relationship with parents also emerges as a protective factor against antisocial behavior

problems in adolescence (Vale-Dias, & Reboredo, 2011), promoting socially adjusted trajectories in late

childhood and adolescence (Morgado & Vale-Dias, 2012). Furthermore, it is the perception of parental

affection, of affective relations between parents and children, the feeling of having a basis of internal

security (linked to the first experiences of attachment), as well as the feeling of belonging to a family and

being important and loved by the parents, which provides internal security and promotes the construction

of resiliency resources (Kaplan, 1999; Rutter, 1999; Werner, 2005). In fact, resilience is a dynamic

developmental process (Benard, 1991, 1995) that can be seen as the ability to overcome life’s adversities

and find ways to prosper. Parents are of paramount importance in constructing their children’s resilience,

by being caring and giving the opportunity to establish relationships with positive role models.

However, the quality of the relationship and parents’ interaction with their children is influenced

by the family’s economic situation, the level of parental stress, the type of marital relations, and parents’

social networks, among other aspects (Bornstein, 2002). Therefore, considering the diversity and

complexity of the world today, it is necessary to invest more in the investigation of specific factors that

may be related to parental attitudes.

3.Research Questions

Given the complexity of this field, which includes various influences of socio-demographic

variables, the present research asks if there are any relationships between parental attitudes, adolescents’

resilience and academic success in a sample with less favorable socio-economic conditions and some

cultural diversity. In fact, the sample considered in the present study includes students from professional

or vocational schools, an educational type that is traditionally chosen by students with greater economic

difficulties and more learning problems. In addition, the sample includes subjects of three different

nationalities.

Considering the previous literature, the hypotheses are specified. Thus, we consider there is a

relationship between adolescents’ perception of parental affection/educational attitudes and their

academic performance. Positive perceptions are associated with better academic performance. We also

consider there is a positive association between academic performance and resilience resources.

Moreover, there is a relationship between the various aspects of resilience resources (internal and

external) and the perception of parental affection and educational practices (chid-rearing practices). There

is also expected to be an influence of demographic variables on the aspects under study (parenting styles,

resilience and academic achievement). Consequently, we will find differences according to nationality,

gender, family type, socio-economic class and parents’qualifications.

4.Purpose of the Study

As already stated, the present study focused on analysis of the relationships between parental

attitudes, resilience and academic achievement of adolescents in professional or vocational schools,

mostly from rural areas. Quality of parenthood was addressed, considering adolescents’ perceptions of

parents’ affection (Love and Hostility) and practices (Autonomy and Control).

Given that resilience is a unique and complex theoretical model, which considers both the risk and

protective factors regarding the child, family or community (e.g., Anaut, 2005), several resilience

resources and socio-demographic variables were analyzed.

5.Research Methods

6.Findings

The data make interesting contributions regarding the impact of demographic aspects on the

variables in the study, showing differences that depend on nationality, gender, type of family and on the

father’s qualifications. Although no significant associations have been found between school results and

parental attitudes or resilience, the data show some relationships between parental attitudes and resilience.

7.Conclusion

Assuming that parental attitudes represent a relevant research theme concerning the parents-

children relationship, with impact on individual development and success, this cross-sectional research

focused on analysis of the relationships between parental attitudes, resilience and academic achievement

of adolescents in professional/vocational schools, mostly from rural areas. Parental attitudes, which can

be seen as a criterion to evaluate the quality of parenthood, were addressed considering the adolescents’

perceptions of parents’ affection and child-rearing practices. Several resilience resources and socio-

demographic variables were also analyzed.

In general terms, adolescents’ perception of the quality of parenting was positive. The data show

that less favorable parental attitudes were not frequently referred to by the majority of subjects. This

aspect could make analysis of the relationship between the quality of parenting and academic

achievement difficult, and can partially explain the unexpected absence of an association between these

variables.

Although no significant associations have been found between school results and parental attitudes

or resilience, as expected, the data show some interesting relationships between parental attitudes and

resilience. In fact, the results suggest that, in general, the perception adolescents have of their parents’

affection (love/hostility) is related to their resilience resources, namely external resources and

involvement at home and in the community, and can have a positive and adaptive influence on

adolescents’ development in several fields, such as the social, academic and health dimensions.

Concerning Parental Affection specifically, Perception of Love was positively associated with External

Resources (r=.339) and with Involvement at Home (r=.475). On the other hand, Perception of Hostility is

negatively associated with External Resources (r=-,302), Involvement at Home (r=-,261), Involvement in

the Community (r=-,291) and Involvement in the Peer-Group (r=-,297). Considering its relation with

resilience, positive parental attitudes (e.g., love) can be conceptualized as an external protective resource.

For Constantine & Benard (2001), external protective factors play an important role in promoting positive

outcomes in all contexts and environments, and although they are seen as external, these protective

factors are also influenced by the adolescent (through their perception and ability to develop and interact

with them). The traces of resilience, usually seen as internal constructs, are also to some extent influenced

by the external environment. These authors also argue that each of the external protective factors will

influence the process of adolescent psycho-social development, showing that influence in the internal

traits of resilience, leading to developmental outcomes in the social, academic and health areas.

As anticipated, the data also make interesting contributions regarding the impact of demographic

aspects on the variables studied, showing differences that depend on nationality, gender, type of family

and the father’s qualifications. So for a better understanding of the variables studied, the contributions of

socio-demographic variables must be taken into account. Among the variables that deserve special

attention, the role of nationality and the father’s academic qualifications seem to be an area for future

research. The results concerning the father appear to be consistent with recent trends for fathers to be

more involved in their children’s education, and to invest more in their development (Hall, 2005; Lamb,

2010).

Some limitations of the present study and future directions must be mentioned. In fact, since data

collection was made only through self-report measures, other methods such as interviews, qualitative and

multivariate analysis should be used. In addition, studies in this area should control for other important

factors that were not included in the current study (e.g., quality of other family relationships, academic

achievement during childhood, personality, life events, etc.). Also, considering that only adolescents were

assessed, parents should be included in future research. Finally, it must be said that the modest sample

size and the cross-sectional design of the present study cause some limitations that should be overcome in

future research, through representative samples and longitudinal studies.

In sum, one of the most interesting results of the current study reinforces the idea of the link

between parental attitudes and certain aspects of resilience, in a sample mostly composed of adolescents

from low socio-economic level, living in rural areas, and attending vocational schools. This result is

consistent with the previous literature. In fact, studies show that the quality of the parent-child

relationship is a predictor of success in later developmental tasks, such as problem-solving ability, stable

affective relationships and positive self-esteem. Longitudinal studies with children and adolescents who

have been subjected to high-level experiences of suffering, but have demonstrated positive adaptive

responses to risk, clearly point to an affective and safe parent-child relationship in early childhood

(Masten, & Coatsworth, 1998; Rutter, 1999; Werner, 2005).

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