Harma, MehmetAktas, BusraSumer, Nebi2025-04-152025-04-1520250022-39801940-1019https://doi.org/10.1080/00223980.2025.2465478https://hdl.handle.net/20.500.12469/7258Harma, Mehmet/0000-0002-3955-1526; Aktas, Busra Eylem/0000-0002-0125-7903; Sumer, Nebi/0000-0002-7460-4515Prior work has documented that parental psychological and behavioral control have varying impacts on self-regulation skills and social-academic outcomes in early adolescence, with effects differing across cultures. The present study explores the role of psychological and behavioral control in predicting adjustment difficulties and academic self-confidence through self-regulatory skills among early adolescents in Turkiye using data from mothers and their children (N = 295, Ngirls=145, Mage=12.14 years). The results yielded that parental behavioral control, but not psychological control, predicts self-regulation of adolescents, which, in turn, predicts adjustment and academic self-efficacy. Our results underscore the pivotal role of parental knowledge and monitoring, mainly through behavioral control strategies, in fostering psychological adjustment and academic self-efficacy in the Turkish cultural context. The discussion delves into the potential culture-specific effects of psychological control and the universal influence of behavioral control during early adolescence.eninfo:eu-repo/semantics/closedAccessParental ControlPsychological ControlBehavioral ControlSelf-RegulationEarly AdolescenceAcademic Self-EfficacyArticleWOS:00143261590000110.1080/00223980.2025.24654782-s2.0-86000003658Q2Q239999372