Explanatory Model of Academic Performance Associated with Parenting Styles, Aggression and Resentment in Peruvian Adolescents

Abstract

The objective of the study was, first, to establish a structural explanatory model of academic performance based on parenting styles, aggressive behavior and resentment as mediating variables in school adolescents; and second, to show the psychometric benefits of the instruments used from the Structural Model. The sample consisted of 766 Peruvian high school students aged 11 to 18 years. The evidence of reliability of the instruments was obtained through the alpha and omega coefficients with acceptable values. The analysis from the structural model, fulfilling the assumptions of multivariate normality and non-collinearity, shows the adjustment of the explanatory model of academic performance associated with the variables of parenting styles, aggressive behavior and resentment. An accentuated direct effect of resentment was found against the response variable (academic performance). The styles of parenting, psychological autonomy and behavioral control contribute to the levels of aggressiveness and resentment.