Parental perspectives on mental skill development and sport-school balance in youth athletes: A cross-cultural study

Abstract

This study investigated gender and cross-national differences in parental perceptions regarding the dual role of education and sport, with particular attention to the importance of developing mental skills in adolescent athletes. Research in developmental sport psychology highlights that sports participation can result in both positive and negative outcomes, and that parents act as key socialization agents shaping children’s motivation, persistence, and well-being. The study is grounded in the Positive Youth Development (PYD) perspective and Eccles’ expectancy-value model, which both emphasize the role of parental expectations and support in sustaining youth participation. Additionally, the Developmental Model of Sport Participation (DMSP) points to adolescence as a critical stage where the balance between specialization, academic demands, and broader psychosocial development becomes decisive. Given that dropout rates in youth sport remain high across Europe, this study addresses an important gap by examining how parents perceive these challenges and the need for psychological resources to foster resilience and long-term engagement. The sample comprised 570 parents (238 fathers and 332 mothers) of basketball players aged 13–18 from Greece, Spain, Italy, Ukraine, and Serbia. Data were collected online using a 13-item questionnaire that assessed (1) the perceived importance of balancing academic and sport commitments, and (2) the necessity of developing mental skills such as self-confidence, emotional regulation, and social competence. Analyses included t-tests, ANOVA, and MANOVA. Results indicated significant gender differences: mothers consistently reported a stronger need for balancing school and sport (M = 4.45, SD = .71) than fathers (M = 4.30, SD = .78), t(568) = 4.13, p = .043. Mothers also rated psychological skills as more essential compared to fathers. Cross-national differences emerged as well: Serbian parents emphasized performance improvement more than parents from Spain and Ukraine, while Ukrainian parents expressed the lowest perceived need for balancing dual commitments. These findings highlight that both gender and cultural context shape parental perceptions. Mothers appear more attuned to academic and psychosocial demands, whereas fathers prioritize performance-related aspects. Cultural variations likely reflect differences in basketball traditions, competitive expectations, and social conditions. In conclusion, this study contributes to developmental sport psychology by integrating theoretical frameworks with cross-cultural evidence on parental roles. The results underscore the importance of tailored interventions that address gender- and culture-specific needs, enabling parents to support their children in managing dual careers and acquiring psychological skills that are vital for long-term well-being, resilience, and athletic success.