LAUSR

Abstract This study examined the inconsistencies in parents’ and adolescents’ reports of parental support, and how each report influences on adolescents’ academic achievement and self-regulated learning. The analyzed sample consisted of 6370 adolescents (7th grade; 51% female) and their parents from the Korean Educational Longitudinal Survey, which was collected in 2015. This study estimated t-test and ANOVA to test inconsistencies of parents' and adolescents' reports of parental support. Path analysis was conducted to confirm the relationship between each perception and adolescents’ academic outcomes. Finally, multigroup analysis was conducted on how the model between parental support and academic outcomes changes across the parent-adolescent dyads. This study found that there was the divergence of adolescents’ and parents’ reports of parental support. Adolescents’ report of parental support is more associated with higher adolescent academic outcomes compared to parents’ report, but parents’ report of academic support is the strongest predictor to adolescents’ academic achievement. This study also found some variations among the parent-adolescent dyads in how parents’ and adolescents’ reports of parental support relate to adolescent outcomes.