engleski

The role of perceived parental behavior and automatic thoughts during learning in adolescents’ behavioral problems and academic achievement

Research have confirmed that parenting behaviors are correlated with adolescent emotional and behavioral problems. There is also evidence for the role of maladaptive cognitions in development of emotional problems in children and adolescents. The goal of this study was to check the role of parental behavior and automatic thoughts during learning in adolescents’ internalized and externalized behavior problems, and academic achievement. We have hypothesized that parental behavior is related to automatic thoughts and that both will contribute to students’ behavior problems and academic achievement. The sample consisted of 549 adolescents (53.6% females, age range from 13 to 18 years). The measures included: Youth Self- report (Ahcenbach & Rescorla, 2001) ; Parental Behavior Questionnaire (Keresteš et al., 2012) measuring restrictive control and support, and Automatic Thoughts during Learning Questionnaire (Živčić-Bećirević &, Rački, 2006) with four subscales (fear of failure, fear of disappointing parents, lack of motivation and positive thoughts). Restrictive parental control is in correlation with all kind of negative automatic thoughts, while parental support is related to positive automatic thoughts. Several hierarchical regression analyses have been conducted with the control for gender and age. The results show that parental behavior contribute to both internalized and externalized problems, with restrictive control being a positive and support a negative predictor. Negative automatic thoughts related to fear of failure predict internalized problems, while negative automatic thoughts related to lack of motivation predict externalized problems. While parental behavior does not predict academic achievement, automatic thoughts in learning situation related to fear of disappointing them and fear of failure are significant negative predictors. Positive automatic thoughts contribute to academic achievement. The results confirm the importance of cognitive factors in adolescents’ emotional and behavioral problems and their academic achievement. CBT interventions, especially challenging negative automatic thoughts, might be useful in order to improve adolescent’s emotional and academic functioning.

adolescents ; parental behavior ; automatic thoughts ; behavioral problems ; academic achievement

nije evidentirano