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The Effects of Parental Support and Attributional Style on Children’s School Achievement and Depressive Feelings

By Simona Butnaru, Loredana Ruxandra Gherasim, Luminita Iacob and Cornelia Amariei.

Published by The Learner Collection

Format	Price
Article: Print	$US10.00
Article: Electronic	$US5.00

Previous research claimed that parental support has an effect on increasing school achievement and decreasing children’s behavioral problems. Other studies supported the role of attributional style on students’ school achievement and emotions. The aim of this study is to explore the interaction effects of parental support and attributional style on students’ school achievement and depression. The sample included 310 seventh grade students. Scales for measuring children’s attributional style perceived parental support and depression were completed. The results indicated that students with depressive attributional style obtained a lower level of school achievement and a higher level of depression compared to those with an optimistic attributional style. Students with a higher level of parental control behavior had higher grades and a lower level of depression than students with a lower level of perceived parental control. There was an interaction effect of attributional style and parental practices on depressive feelings. The results are discussed from the perspective of the impact of parental practices on the school adjustment of children.

Keywords:	Parental Support, Attributional Style, Depression, School Achievement

The International Journal of Learning, Volume 17, Issue 8, pp.397-408. Article: Print (Spiral Bound). Article: Electronic (PDF File; 702.983KB).

Dr. Simona Butnaru

Associated Professor, Psychology and Education Sciences Department, Alexandru Ioan Cuza University, Iasi, Romania

Dr. Loredana Ruxandra Gherasim

Lecturer, Psychology and Education Sciences Department, Alexandru Ioan Cuza University, Iasi, Romania

Dr. Luminita Iacob

Professor, Psychology and Education Sciences Department, Alexandru Ioan Cuza University, Iasi, Romania

Cornelia Amariei

associated assistant, Psychology and Education Sciences Department, Alexandru Ioan Cuza University, Iasi, Romania

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