Attitudes; Student Motivation

This study examined differences in adolescents ' levels of autonomy as a function of parenting and parental involvement practices and the adolescents ' year-end grade point averages. Participating were 872 adolescents, with a mean age of 14.45 years, attending 5 French-speaking public high schools in Quebec, Canada. Measures were subjects ' general year-end grade point averages, the Student Report of Autonomy, the Student Report of Parenting Style, and the Student Report of Parent Involvement. The findings indicated that adolescents ' autonomy and more specifically, work orientation followed by self-reliance and identity, individually contributed to the prediction of school grades. The three parenting style dimensions (warmth, supervision, and psychological autonomy granting) and one parental involvement dimension (affective support) showed a positive relationship with work orientation. Parent-adolescent interactions on daily school matters were negatively related to autonomy and work orientation. Parental warmth had