Correlation between perceived supportive parenting and adolescent cognitive performance: The mediating role of achievement attribution and depressive symptoms

• Published in: Children and youth services review 2024-08, Vol.163, p.107815, Article 107815
• Main Authors: Li, Honghua, Liang, Leilei, Zheng, Chengbin, Yuan, Tongshuang, Zhang, Jinshuo, Liu, Kai, Mei, Songli
• Format: Article
• Language: English
• Subjects: Achievement attribution; Adolescence; Cognitive performance; Depressive symptoms; Supportive parenting
• ISSN: 0190-7409
• DOI: 10.1016/j.childyouth.2024.107815

•Perceived supportive parenting positively influences adolescent cognitive performance, highlighting the importance of supportive parenting.•Adolescents who perceive a high level of supportive parenting are more likely to attribute their achievements to internal factors.•Adolescents who perceive a low level of supportive parenting tend to attribute their achievements to external factors and experience higher levels of depressive symptoms. Previous research has established a link between supportive parenting and cognitive performance in childhood. However, the relationship between perceived supportive parenting and cognitive performance in adolescents and the underlying processes involved have received limited attention in the literature. This study aimed to investigate the relationship between adolescents’ perception of supportive parenting and their later cognitive performance, while examining the mediating roles of achievement attribution and depressive symptoms in this association. Data from the China Family Panel Studies were used, following three waves of data collection. The study sample included 1,302 children and adolescents aged 8–15 years old, who completed measures of parenting, cognitive performance (assessed through mathematical and vocabulary tests), and depressive symptoms. Among them, 588 and 581 adolescents completed measures of internal and external attribution, respectively. The findings revealed a significant positive association between perceived supportive parenting and later cognitive performance in adolescents. Structural equation modeling analysis demonstrated that internal attribution positively mediates the association between perceived supportive parenting and later cognitive performance, while external attribution and depressive symptoms serve as negative mediators. These results remained robust even after controlling for demographic variables. These findings emphasize the importance of supportive parenting and internal attribution for adolescent cognitive performance, shedding light on the mechanisms through which supportive parenting influences cognition in adolescents. These results have important implications for parents and educators, offering insights into effective support and guidance strategies to promote adolescents’ cognitive performance.