Relationship of parenting style to behavioral adjustment in graduating high school seniors

Research on the four prototypic parenting styles has consistently demonstrated their relationship to psychosocial and behavioral adjustment in offspring ranging in age from preschool children to high school students. The present study used self-report surveys administered only to graduating high school (HS) seniors (2250 participants). Students indicated their levels of participation in a variety of problem behaviors and conventional behaviors, as well as rating their perceptions of their parents on three parenting dimensions: acceptance (responsiveness), behavioral control (demandingness), and democracy (psychological autonomy granting). Using these values, students could be assigned to 1 of 6 groups representing the parenting style with which they perceived they had been reared: "authoritative plus, " authoritative, authoritarian "midrange, " indulgent, and neglectful. Parenting style was significantly related to older adolescent behavioral adjustment (p <.0001) in this HS Sr. sample even after statistically adjusting for the effects of gender, SES, and family structure. While parenting style did not moderate socioeconomic status and family structure, it was found to be a powerful mediator of these two independent variables. The democracy dimension, although an important component of parental attitude was found to be unnecessary in effectively defining authoritative parenting after the other two dimensions, acceptance and behavioral control, were considered. This study expands the parenting style typology to include a fifth middle-range parenting style, and it demonstrates the significant mediating power of parenting style on SES and family structure. Previously established advantages and disadvantages of the four classic parenting styles, pins a middle-range style, persist even when they are extended to a sample comprised strictly of older adolescents at the brink of high school graduation.