The present study examines the links between parenting styles (i.e., indulgent, authoritative, neglectful, and authoritarian) and academic achievement in the high school years and short- and long-term pattern of psychosocial adjustment among adolescents and young adults. Although academic achievement in the high school years is a significant predictor of psychosocial adjustment, parents still have a key influence. In order to examine parental socialization, scholars follow a theoretical framework with for family typologies: Indulgent (warmth but not strictness), authoritative (warmth and strictness), neglectful (neither warmth nor strictness), and authoritarian (strictness but not warmth). Overall, evidence from middle-class European-American families identify benefits of authoritative. However, cross-cultural parenting research raise doubts about the benefits of authoritative psychosocial adjustment and its generalization. Methods. Sample were 1125 Spanish participants, 555 adolescents and 570 young adults. Psychosocial adjustment was captured by multidimensional self-concept (family, emotional, and academic/professional), multidimensional competence (empathy, personal competence, and social competence), and psychological maladjustment (nervousness, emotional instability, and hostility). Findings. The impact of parenting styles for children’s psychosocial adjustment is not different depending on adolescent school achievement. Indulgent parenting was related to equal or even greater psychosocial adjustment than authoritative parenting, whereas authoritarian and neglectful parenting were associated with poor psychosocial adjustment.

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Parenting,warmth,strictness,adolescents,young adults