The important role of parenting is widely acknowledged, but as most studies have understood and examined it as a stable attribute (e.g., parenting style), the stability of and changes in parenting are less well understood. Using longitudinal person-oriented approaches (i.e., latent profile analyses and latent transition analyses), this study aimed to examine the stability of and changes in autonomy-related parenting profiles and their effects on adolescents’ academic and psychological development. Four autonomy-related dimensions (i.e., autonomy support, warmth, psychological control, conditional regard) were chosen to identify parenting profiles on the basis of Self-Determination Theory. Using five-year longitudinal data from 789 German secondary school students (50.06% female, M_age at T1 = 10.82 years, age span = 10–17), four autonomy-related parenting profiles were found: Supportive (~17%), Controlling (~31%), Unsupportive-Uncontrolling (~17%), and Limited Supportive (~35%). The results suggest that the Supportive profile contributes to adolescents’ positive academic and psychological development, whereas the Controlling profile, which thwarts autonomy development, exacerbates the development of psychopathology, and impairs academic achievement. More importantly, the Limited Supportive profile is as maladaptive as the Unsupportive-Uncontrolling profile. Regarding parenting profiles’ stability and changes, the results showed that about half of each profile stayed in the same group. Overall, it could be observed that parents became more supportive and less controlling over time. However, the findings also indicate that parenting profiles are less stable than expected and can still change during early-to-mid adolescence.

养育的重要作用已广为人知，但由于大多数研究已将其理解为一种稳定的属性（例如养育方式）并将其检验，因此对养育的稳定性和变化的了解较少。使用纵向以人为本的方法（即潜在概况分析和潜在转变分析），本研究旨在检验与自主相关的育儿概况的稳定性和变化及其对青少年学业和心理发展的影响。四个自主相关维度（即自主支持、温暖、心理控制、有条件的关注）被选为基于自我决定理论的养育概况。使用来自 789 名德国中学生（50.06% 女性，M_{年龄）的五年纵向数据}在 T1 = 10.82 岁，年龄跨度 = 10-17）时，发现了四种与自主相关的育儿概况：支持（~17%）、控制（~31%）、不支持-不控制（~17%）和有限支持（ ~ 〜35％）。结果表明，支持型有助于青少年积极的学业和心理发展，而控制型阻碍自主发展，加剧了精神病理学的发展，损害了学业成就。更重要的是，有限支持型与不支持-不控制型一样不适应轮廓。关于育儿档案的稳定性和变化，结果显示每个档案中约有一半留在同一组中。总的来说，可以观察到随着时间的推移，父母变得更加支持和控制。然而，研究结果还表明，育儿状况不如预期的稳定，并且在青春期早期到中期仍可能发生变化。