Need-relevant parenting and Peruvian high school students’ affect and academic achievement
The differential role of need satisfaction and need frustration
Bibliographic Data
| ID | 21621087 |
|---|---|
| Authors | Lennia Matos (0000-0003-2271-4816, Pontificia Universidad Católica del Perú, corresponding author), Rafael Gargurevich (0000-0001-6346-4134, Pontificia Universidad Católica del Perú), Jolene Van Der Kaap‐deeder (0000-0003-1035-3195, Norwegian University of Science and Technology), Álvaro M Chang-Arana (0000-0001-9906-1193, Pontificia Universidad Católica del Perú), Benjamin Lira (0000-0001-5328-0657, Pontificia Universidad Católica del Perú), Angelica Aedo (0009-0001-8572-3827, Pontificia Universidad Católica del Perú), Maarten Vansteenkiste (0000-0001-6983-3607, Ghent University) |
| Year | 2025 |
| Volume | 44 |
| Issue | 10 |
| Pages | 8593-8604 |
| Publication date | 2025-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Current Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1046-1310 • E-ISSN: 1936-4733 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12144-025-07734-x |
| OpenAlex | W4409497131 |
| Language | EN |
| Citations received | 1 |
| References cited | 68 |
This study examined the mediating role of need-related experiences in the relation between need supportive and need thwarting parenting, positive and negative affect and grades among 304 high school students ( M age = 14.91; SD age = 0.91; 53% female) from a Peruvian private school. Grounded in Self-Determination Theory (SDT) and considering latest empirical findings, a dual pathway, involving a bright and dark path, was hypothesized with need satisfaction and frustration mediating the relation from, respectively, need supportive parenting to positive affect and grades and from need thwarting parenting to negative affect. Using structural equation modeling we found evidence for the proposed mediation model, with the exception that academic achievement was predicted directly by parental need support. The present results highlight the importance of fostering students’ psychological needs to promote optimal emotional and academic functioning through parents’ need support
Academic achievement · Developmental psychology · Frustration · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |