SYNOPSIS

Objective. Parental academic conditional regard is a socialization strategy in which parents’ displays of appreciation increase (conditional positive regard; PACPR) or decrease (conditional negative regard; PACNR) depending on the children’s academic achievement. Little is known about how adolescents perceive combinations of conditional positive and negative regard and how within-person combinations of them relate to developmental outcomes. Design. This study uses a person-oriented approach to examine within-person combinations of PACPR and PACNR and their different associations with individuals’ motivation and adjustment. Three different samples reported on perceived PACPR and PACNR: adolescent students (N = 3,891), university freshmen (N = 556), and parents (N = 760). We conducted confirmatory latent profile analyses and investigated associations between profiles and outcome measures (basic need satisfaction, self-esteem level and contingency, ability self-concept, achievement goal orientation, test anxiety, and depressive symptoms). Results. The results supported a 3-class solution in all samples: low (44.4%–61.4%) or high (14.5%–24.5%) on both, and only high on PACPR (14.1%–31.3%). Groups reporting overall high levels of conditional regard scored the least favorably on all outcomes. Individuals with only high scores on PACPR differed from those with overall low scores on conditional regard primarily in terms of higher contingent self-esteem. Conclusions. The two dimensions of conditional regard are distinct. Although combination of the two dimensions is associated with individuals’ general poor adjustment, the presence of PACPR alone is related to a fragile sense of self-esteem. Implications for future research are discussed.

概要

客观的。父母学业条件性关注是一种社会化策略，其中父母的欣赏表现会根据孩子的学业成绩增加（有条件的积极关注；PACPR）或减少（有条件的消极关注；PACNR）。关于青少年如何看待有条件的积极和消极关注的组合以及它们的个人组合如何与发展结果相关，我们知之甚少。设计。本研究使用以人为本的方法来检查 PACPR 和 PACNR 的个人组合以及它们与个人动机和调整的不同关联。三个不同的样本报告了感知 PACPR 和 PACNR：青少年学生（ N = 3,891）、大学新生（ N= 556）和父母（N = 760）。我们进行了验证性潜在概况分析，并调查了概况与结果测量（基本需求满意度、自尊水平和偶然性、能力自我概念、成就目标导向、考试焦虑和抑郁症状）之间的关联。结果。结果支持所有样本中的 3 类解决方案：两者均低 (44.4%–61.4%) 或高 (14.5%–24.5%)，而 PACPR 仅高 (14.1%–31.3%)。报告总体上高度有条件关注的群体在所有结果上得分最低。在 PACPR 上只有高分的人与在有条件考虑方面总体低分的人的区别主要在于更高的或然自尊。结论。有条件的关注的两个维度是不同的。虽然这两个维度的结合与个人的普遍不良适应有关，但仅 PACPR 的存在与脆弱的自尊感有关。讨论了对未来研究的影响。