Perceptions of Parental Involvement and Autonomy Support: Their Relations with Self-Regulation, Academic Performance, Substance Use and Resilience among Adolescents

This study examined the effects of perceived parental involvement and autonomy support on academic performance and substance use among 171 adolescents. Participants reported their perception of parental involvement and autonomy support, reasons for doing school work, ability to control their attention and behavior, school grade, classroom disruptive behavior and substance use. Teacher and school administrators provided information about students’ academic performance. Selfregulation variables mediated the effects of perceived parental involvement and autonomy support on academic performance and classroom disruptive behavior in both low and high-risk students. Among high-risk students only, classroom disruptive behavior was significantly related to greater substance use. A higher level of perceived parental involvement and autonomy support and greater self-regulation predicted better outcomes for all students.