Inflence of Parental Monitoring on Adolescent Decision Making

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ABSTRACT Adolescents, who are neither children nor adults, stand with a foot in each world (childhood and adulthood). Their intellectual and emotional development is greater than that of young children, yet they are not fully mature. By age 14, their basic cognitive skills are substantially similar to what they will be in adulthood, although they lack the experience of adults. They are likely to have a well-developed set of preferences and a set of moral values. Risk taking is a natural part of teenagers' lives. They need to take some risks in order to grow, trying new activities, generating new ideas, experimenting with new roles. However, they can also get into trouble with their risk taking when it involves behaviors such as…show more content…
Parental involvement dramatically declines as students enter the middle grades and even more so as they enter high school. Data from the public use files of the National Educational Longitudinal Study of 1988 (NELS: 88) greatly enhanced the study of parental involvement in secondary education. The longitudinal nature of this national survey of eighth graders, their parents, and their schools provides the necessary data to study patterns of parental involvement over time. The first two waves of the study produced important research findings concerning parental involvement in the middle grades and the early years of high school. To date, most of the research using the NELS: 88 dataset has been conducted using the base year surveys at the middle school level. The findings reveal that most parents are trying to supervise and guide their children during the middle adolescence, but with limited assistance from schools. As a result, families are functioning, but struggling. They are more likely to supervise and set rules about activities that families traditionally control (such as doing family chores) than about activities for which they lack information (such as improving report card grades). Parents report a serious lack of communication from schools, and the families, themselves, contact the schools infrequently. A big proportion of secondary

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