Parenting in Relation to School Dropout Through Student Engagement: A Longitudinal Study

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Abstract
Dropping out of school generally has negative consequences for both individuals and society, and the decision to do so has been described as a crucial developmental task of adolescence. This longitudinal study examined the contribution of parenting practices to students' completion of upper secondary school through their school engagement. Icelandic youth (N = 835, 54% female) were followed from age 14 to 22. Analyses using structural equation modeling revealed that adolescents (age 14) with more authoritative parents (high acceptance, supervision, and psychological autonomy granting) were more likely to have graduated at age 22 compared to adolescents with less authoritative parents. Moreover, the level of student engagement at age 15 partly mediated the relationship between authoritative parenting and educational status. These findings emphasize the importance of quality parent–child relationships to enhance adolescents' school engagement, which in turn reduces the risk of school dropout.

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