Parenting Practices, Family Obligation, and Adolescents’ Academic Adjustment: Cohort Differences with Social Change in China

This study examined possible changes in the functions of parenting practices across different historical time points in terms of the effects of parenting practices on adolescents’ academic adjustment and their indirect effects via family obligation values. This study used a time‐lagged design that recruited Chinese high school students in 2010 ( N = 1,040) and 2018 ( N = 1,302). Structured equation modeling revealed the total effects of acceptance/involvement and strictness/supervision on academic adjustment and their indirect effects through family obligation values were positive and statistically equivalent across cohorts. However, the indirect effect of psychological autonomy granting on academic adjustment through family obligation values was negative in 2010 (in rural) but was not statistically significant in 2018 (urban and rural). These findings indicate that along with the sociodemographic change toward Gesellschaft (e.g., more urbanized, wealthier, higher level of education), psychological autonomy granting tends to exert less negative influence on adolescents’ adjustment in the later cohort.