Parenting Style Profiles and Associations with Chinese Children’s Academic and Behavioral Functioning

In this longitudinal study, a person-centered approach was used to investigate parenting style patterns and their association with child academic and behavioral functioning among 206 Chinese families. Data were collected at three time points (T1: Preschool, T2: Grade 1, T3: Grade 2). At T1 and T3, children’s math and reading skills were measured via direct assessments, and parents rated children’s problem behaviors. At T2, primary caregivers self-reported parenting practices. Research Findings: Using latent profile analysis, we identified three distinct parenting styles: supportive, uninvolved, and average-level undifferentiated parenting. Children’s T1 reading skills and externalizing problems, but not math skills and internalizing problems, predicted parents’ parenting profile memberships at T2. Regarding academic outcomes, children of uninvolved parents performed significantly worse in reading and math skills at T3 compared to the average-level undifferentiated group. Behaviorally, children with supportive parents had fewer externalizing problems at T3 than children in the uninvolved or average-level undifferentiated parenting groups. Practice or Policy: The findings underscore the necessity of targeted preventions/interventions to promote positive parenting. Parenting programs should focus on educating caregivers about the long-term academic and behavioral risks associated with uninvolved parenting. Furthermore, the programs should support parents in engaging in supportive parenting to enhance child development.