Gender-Specific Pathways Linking Parenting Dimensions, Behavioral Problems, and Academic Outcomes in Adolescents: A Three-Wave Longitudinal Mediation Analysis

Abstract Background Increased vulnerability to mental health difficulties in adolescence has been associated with academic outcomes. Parenting dimensions, such as responsiveness and demandingness, have been linked to adolescents’ behavioral and school functioning, with evidence suggesting gender-specific patterns. Objective This study examined longitudinal associations between parenting dimensions, behavioral problems, and academic outcomes, and assessed whether these associations differ by gender. Methods Data were drawn from a longitudinal cluster randomized controlled trial conducted in 13 Brazilian cities. The analytic sample included 799 adolescents aged 10–14 years at baseline, with follow-up assessments at 12 and 24 months. Parenting dimensions were assessed at baseline, behavioral problems (internalizing and externalizing) at 12 months, and academic outcomes (school engagement, academic performance, and dropout) at 24 months. Structural equation modeling was conducted separately by gender, adjusting for sociodemographic variables, baseline measures, and randomization group. Results Among girls, higher parental responsiveness was associated with lower internalizing symptoms, and both internalizing and externalizing symptoms were associated with lower school engagement and academic performance. Indirect longitudinal associations between parental responsiveness and academic outcomes via internalizing symptoms were observed only among girls. Among boys, externalizing symptoms were associated with lower academic performance, with no evidence of indirect associations involving parenting dimensions. School dropout rates were similar across genders. Conclusions The findings indicate gender-specific longitudinal associations between parenting dimensions, behavioral problems, and academic outcomes. Results highlight the importance of considering both mental health and parenting factors when examining adolescents’ academic functioning, while underscoring the need for caution in interpreting indirect effects as causal processes.