Loton, Daniel ORCID: 0000-0003-4106-0555, Waters, L and Jach, H (2017) Strength-based parenting and academic achievement: the mediating effect of perseverance and engagement. In: SELF 2017: Ninth SELF Biennial International Conference, 25 September 2017-28 September 2017, Melbourne, Victoria. (Unpublished)

Abstract

Like other forms of self-knowledge, strengths have now been related to adaptive outcomes in a range of settings and populations. Experienced as authentic and energising, strengths can refer to both abilities/talents and aspects of character, and are akin to personality traits. In families, recent research indicates unique wellbeing benefits for a newly defined parenting style focussed on recognising and encouraging strengths in one’s child: strength-based parenting (SBP). Correlates of SBP for teens include higher life satisfaction and subjective wellbeing, mediated through teens own strengths use and use of strength-based coping, and moderated by a growth-mindset in relation to strengths. SBP has also shown incremental validity and psychometric discrimination from other known adaptive styles including responsiveness and autonomy-granting. However, the effect of SBP on aspects of objective function beyond wellbeing, including academic achievement, remains untested. This study tested the effect of SBP on secondary school academic achievement in a sample of Australian secondary students, testing two proximal and potential non-cognitive achievement orientation mediators: engagement and perseverance. SBP explained 11% of achievement variance, showing a small indirect effect through perseverance. Engagement was not significant. Results are contextualised within the mission of furthering understanding non-cognitive factors in academic achievement.

Search Google Scholar

Repository staff login