Longitudinal study of the relationship between parenting practices, social skills, behavioral problems and academic performance

Abstract

The aim of this study is to examine the relationship between parenting practices, social abilities, behavioural problems and academic performance, based on data from middle school students and their parents along the 6th, 7th and 8th grades of Middle School. The study analysed 288 parents and 288 public school students aged between 10 and 15 years. Data for students and parents were collected using the Parental Styles Inventory (PSI), the Parental Practices Inventory (PPI) (parents’ version), the Parental Practices Scale (PPS) (students’ version), the Social Skills Repertoire System (SSRS) (parents’ version), and the Scale of Problematic Behaviour (students’ version). The results of the analysis of the structural equation models indicate a significant impact of social skills on students’ and guardians’ assessment of performance, and a positive assessment of students’ social skills by parents during the three years of middle school. Noticeably, improvement was observed in cognitive, social and physical students' development, indicating that positive practices and social skills play an important role in academic success, and help to develop healthier social relationships.