Parenting Profiles and Their Impact on Academic Performance and Life Satisfaction in Early Secondary Students: A Self-Determination Theory Perspective

Abstract

Grounded in Self-Determination Theory, this study examined how combinations of positive (involvement, autonomy support, structure) and negative (rejection, control, chaos) parenting dimensions relate to students’ academic performance and life satisfaction. Using latent profile analysis, we analyzed data from 2,590 early secondary school students across 162 schools in South Korea. Three distinct parenting profiles emerged: (1) Low-Positive/Moderate-Negative (6.6%), marked by limited positive and moderately high negative parenting; (2) Moderate-Positive/Low-Negative (48.3%), reflecting moderately high positive and low negative parenting; and (3) High-Positive/Low-Negative (45.1%), characterized by consistently strong positive and low negative parenting. Profiles with higher levels of positive parenting were associated with better academic and life outcomes. Findings provide theoretical contributions and suggest possible avenues for parenting support.