Relating Aspects of Adolescent Emotional Autonomy to Academic Achievement and Deviant Behavior

Abstract

Explored in this study are the multidimensional characteristics associated with adolescent emotional autonomy from parents. Previous research using the Steinberg and Silverberg measure of emotional autonomy had reported inconsistent results in predicting adolescent outcomes. This study used a structural equation model with latent constructs to differentiate the domains of emotional autonomy and specify the intervening processes. The results supported the hypotheses that one subscale, represented by individuation as a reflection of perceived parental lack of knowledge and understanding, was associated with lower academic achievement and higher rates of deviant behaviors through the intervening effects of higher susceptibility to negative peer pressure, lower educational expectations, higher psychological distress, and lower self-esteem. Except for an association between Deidealization and psychological distress, the subscales of Nondependency and Deidealization showed relations to the intervening andfinal dependent variables that were either not significant statistically or in directions opposite to those associated with Individuation. Only Individuation was associated with poor adolescent functioning.

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