Anjana G M and Asmita Jain
JSS Medical College, JSS Academy of Higher Education & Research, Mysuru
Pages:55-64
Positive School Psychology focuses on strengthening protective factors, rather than
simply reducing difficulties, which helps students thrive under the pressures of academic
life. This paper examines perceived parental support experiences in students and
psychological control as they relate to academic resilience, school satisfaction, and
family satisfaction among 202 school-going adolescents aged 14–17 years in Bengaluru.
Standardized self-report scales have been used to assess the study variables. It is
seen that perceived parental support is positively associated with resilience and with
both domains of academic satisfaction (family & school), while psychological control
showed the inverse pattern throughout. Academic resilience was hypothesized as a
protective pathway linking autonomy support to school satisfaction; mediation analysis,
however, indicated that this indirect pathway was not statistically significant, suggesting
that resilience operates as an independent protective resource rather than the primary
mechanism connecting supportive parenting to school satisfaction. The findings are
discussed through Self-Determination Theory, Attachment Theory, and Social Cognitive
Theory, with implications for strength-based, non-controlling relational practices and
inclusive educational environments