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dc.contributor.authorStutz, Melanie-
dc.contributor.authorSchwarz, Beate-
dc.date.accessioned2018-07-26T12:14:45Z-
dc.date.available2018-07-26T12:14:45Z-
dc.date.issued2014-
dc.identifier.issn1740-5610de_CH
dc.identifier.issn1740-5629de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/8567-
dc.description.abstractThe purpose of this study was to examine how different aspects of paternal and maternal control behaviours influence the perceived academic competence of early adolescents indirectly via their engagement with school. The analyses are based on a longitudinal study with two waves that were separated by 12 months. The participants were 228 early adolescents (50.4% girls) with an average age of 11.62 years (SD = 0.41) at the outset. Structural equation modeling analyses using bootstrapping procedures revealed that parental supervision was indirectly related to the perceived academic competence of adolescents via their engagement with schools, whereas parental authoritarian control was only linked to engagement with school. The discussion focuses on the multifaceted nature of parental control and the importance of both parents for the academic success of adolescents.de_CH
dc.language.isoende_CH
dc.publisherTaylor & Francisde_CH
dc.relation.ispartofEuropean Journal of Developmental Psychologyde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectAcademic competencede_CH
dc.subjectSchool engagementde_CH
dc.subjectParental supervisionde_CH
dc.subjectParental authoritarian controlde_CH
dc.subjectSEMde_CH
dc.subjectLongitudinal studyde_CH
dc.subject.ddc155: Differentielle Psychologie und Entwicklungspsychologiede_CH
dc.titleEffects of different facets of paternal and maternal control behaviour on the early adolescents’ perceived academic competencede_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Psychologiede_CH
zhaw.organisationalunitPsychologisches Institut (PI)de_CH
dc.identifier.doi10.1080/17405629.2013.867846de_CH
zhaw.funding.euNode_CH
zhaw.issue2de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end242de_CH
zhaw.pages.start227de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume11de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.funding.snf100013-116500/1; 100014-132278/1de_CH
zhaw.webfeedEntwicklungs- und Familienpsychologiede_CH
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Stutz, M., & Schwarz, B. (2014). Effects of different facets of paternal and maternal control behaviour on the early adolescents’ perceived academic competence. European Journal of Developmental Psychology, 11(2), 227–242. https://doi.org/10.1080/17405629.2013.867846
Stutz, M. and Schwarz, B. (2014) ‘Effects of different facets of paternal and maternal control behaviour on the early adolescents’ perceived academic competence’, European Journal of Developmental Psychology, 11(2), pp. 227–242. Available at: https://doi.org/10.1080/17405629.2013.867846.
M. Stutz and B. Schwarz, “Effects of different facets of paternal and maternal control behaviour on the early adolescents’ perceived academic competence,” European Journal of Developmental Psychology, vol. 11, no. 2, pp. 227–242, 2014, doi: 10.1080/17405629.2013.867846.
STUTZ, Melanie und Beate SCHWARZ, 2014. Effects of different facets of paternal and maternal control behaviour on the early adolescents’ perceived academic competence. European Journal of Developmental Psychology. 2014. Bd. 11, Nr. 2, S. 227–242. DOI 10.1080/17405629.2013.867846
Stutz, Melanie, and Beate Schwarz. 2014. “Effects of Different Facets of Paternal and Maternal Control Behaviour on the Early Adolescents’ Perceived Academic Competence.” European Journal of Developmental Psychology 11 (2): 227–42. https://doi.org/10.1080/17405629.2013.867846.
Stutz, Melanie, and Beate Schwarz. “Effects of Different Facets of Paternal and Maternal Control Behaviour on the Early Adolescents’ Perceived Academic Competence.” European Journal of Developmental Psychology, vol. 11, no. 2, 2014, pp. 227–42, https://doi.org/10.1080/17405629.2013.867846.


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