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Leung JTY, Shek DTL. Overparenting and psychological wellbeing among Chinese adolescents: Findings based on latent growth modeling. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:871-883. [PMID: 38717855 DOI: 10.1111/jora.12960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Revised: 04/08/2024] [Accepted: 04/16/2024] [Indexed: 08/28/2024]
Abstract
Although overparenting is a growing phenomenon across the globe, there is a severe lack of longitudinal studies examining the trajectory of overparenting and its effects on early adolescent development, particularly in non-Western contexts. The study collected three waves of longitudinal data from 1328 early Chinese adolescents in Hong Kong with an interval of 1 year to examine the stability and change of perceived paternal and maternal overparenting and their effects on adolescent psychological wellbeing. The results indicated that perceived paternal and maternal overparenting declined over time. Besides, adolescents reported lower anxiety and depressive symptoms when they perceived a steep decline in maternal overparenting. Adolescent anxiety at earlier time points also predicted a steeper decline in paternal and maternal overparenting trajectories respectively. Furthermore, we identified gender differences in the initial level of paternal overparenting and the trajectory of maternal overparenting, as well as the effects of rates of change of maternal overparenting on adolescent anxiety and depressive symptoms. The findings give support for self-determination theory and the separation-individuation model, suggesting that changes of overparenting may hinder adolescents' desires for autonomy and self-direction, which may increase their psychological morbidity. The study contributes to theoretical development of contemporary Chinese socialization models and provides useful pointers for future studies of overparenting.
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Affiliation(s)
- Janet T Y Leung
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Daniel T L Shek
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
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2
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Woreta GT. Predictors of academic engagement of high school students: academic socialization and motivational beliefs. Front Psychol 2024; 15:1347163. [PMID: 39131865 PMCID: PMC11310935 DOI: 10.3389/fpsyg.2024.1347163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 06/25/2024] [Indexed: 08/13/2024] Open
Abstract
The potential of academic engagement to enhance academic outcomes and well-being has been empirically supported, yet studies addressing its predictors are too limited. Hence, the current study collected self-report cross-sectional data from randomly selected 614 (male = 323) high school students in Ethiopia and examined the relations of academic socialization (parental and peer), self-efficacy, and outcome expectations in explaining variance in academic engagement, guided by an integrative model of engagement. Structural equation modeling with the maximum likelihood method indicated that (a) the hypothesized model fit the data well, (b) direct paths from parental and peer academic socialization to self-efficacy, outcome expectations, and academic engagement were positive and significant, (c) the relationships of the constructs in the model explained a significant portion of the variance in academic engagement, and (d) self-efficacy and outcome expectations significantly and positively but partially mediated the pathway from academic socialization to academic engagement. The findings' implications for boosting student academic engagement were forwarded.
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3
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Tulagan NB, Eccles JS. Patterns of African American parents' educational involvement: associations with adolescents' academic performance and motivational beliefs. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:1407-1421. [PMID: 37772641 PMCID: PMC10843408 DOI: 10.1111/jora.12887] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Revised: 08/29/2023] [Accepted: 08/31/2023] [Indexed: 09/30/2023]
Abstract
The current study used survey data from 786 African American mother-adolescent (M = 12.29 years; 48% female) dyads to examine profiles of 7th-grade parental educational involvement and their associations with adolescents' 11th-grade academic performance, academic self-concept, and educational aspirations. Using latent profile analyses, four patterns emerged: (a) Low Involvers; (b) Helpers, Low Providers; (c) Providers, Low Helpers; and (d) More Involved Helpers and Providers. The More Involved Helpers and Providers had adolescents with higher grades than the Helpers, Low Providers and the Low Involvers. The Providers, Low Helpers also had adolescents with higher educational aspirations than other profiles except for the More Involved Helpers and Providers. Findings suggest multiple pathways through which African American parents can enhance adolescents' academic outcomes.
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Affiliation(s)
- Nestor B Tulagan
- Warner School of Education & Human Development, University of Rochester, Rochester, New York, USA
- Department of Psychology, School of Arts & Sciences, University of Rochester, Rochester, New York, USA
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Zhang MR, Shen Y, Choi Y, Kim K. Parental Academic Socialization and Youth Adjustments: A Comparison of Korean Youth in South Korea, China, and the United States. J Youth Adolesc 2023; 52:2526-2544. [PMID: 37620683 DOI: 10.1007/s10964-023-01845-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2023] [Accepted: 08/10/2023] [Indexed: 08/26/2023]
Abstract
Although parental academic socialization may be a product of culture, ethnic/racial minority status may play a significant role, above and beyond the impact of culture, in shaping parental academic socialization and its implications for youth adjustments. This study examined Korean youth living in South Korea (N = 524, Mage = 14.98, SD = 1.45, 50.1% female), China (N = 267, Mage = 15.24, SD = 1.66, 58.9% female), and the U.S. (N = 408, Mage = 14.76, SD = 1.91, 47.3% female) who share the same heritage culture but have different social positions (majority or minority). Korean youth as an ethnic/racial minority in the U.S. or China reported higher parental academic socialization than those in South Korea, supporting a significant role of social positions in how parents practice academic socialization. This study also found that the distinct practices of academic socialization function differently in youth adjustment. Parental commitment to education, parental involvement, and autonomy support were positively associated with youth's school engagement, but achievement-oriented psychological control was associated with more depressive symptoms and antisocial behaviors. These associations did not differ across the three samples. Some nuanced differences also emerged. Parental commitment to education was associated with higher grades in Korean Chinese (but not Korean American) youth, and achievement-oriented psychological control was associated with lower school engagement among Korean Chinese (but not South Korean) youth and higher grades among South Korean (but not Korean American) youth. These findings highlight the role of academic socialization as an adaptive strategy for ethnic/racial minorities to succeed in host societies and the generally universal role of parental academic socialization in youth adjustments.
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Affiliation(s)
- Meng-Run Zhang
- Division of Arts and Sciences, New York University Shanghai, Shanghai, China
| | - Yishan Shen
- School of Family and Consumer Sciences, Texas State University, San Marcos, TX, USA.
| | - Yoonsun Choi
- Crown Family School of Social Work, Policy, and Practice, University of Chicago, Chicago, IL, USA
| | - Kihyun Kim
- Department of Social Welfare, Sungkyunkwan University, Seoul, South Korea
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5
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Ren Y, Wu X, Zou S, Wang X. The integral contributions of parental involvement and parenting style to adolescent adjustments: a regression mixture analysis. CURRENT PSYCHOLOGY 2023; 43:1-12. [PMID: 36845203 PMCID: PMC9944778 DOI: 10.1007/s12144-023-04364-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/01/2023] [Indexed: 02/24/2023]
Abstract
The integrative model of parenting has highlighted the integral contributions of parental involvement (quantity) and parenting style (quality) to adolescent psychological adjustments. The first aim of this study was to adopt the person-centered approach to identify profiles of parental involvement (quantity) and parenting styles (quality). The second purpose was to examine the associations between different parenting profiles and adolescent psychological adjustments. A cross-sectional online survey with families (N = 930) that included fathers, mothers, and adolescents (50% female, M age = 14.37 ± 2.31) was conducted in mainland China. The fathers and mothers reported their level of parental involvement; the adolescents rated fathers' and mothers' parenting styles, as well as their own levels of anxiety symptoms, depression symptoms, and loneliness. Latent profile analysis was adopted to identify parenting profiles using the standardized scores of fathers' and mothers' involvement and style (warmth and rejection). The regression mixture model was used to examine the relationships between different parenting profiles and adolescent psychological adjustments. Four classes best characterized the parenting behaviors: warm involvement (52.6%), neglecting noninvolvement (21.4%), rejecting noninvolvement (21.4%), and rejecting involvement (4.6%). Adolescents in the warm involvement group scored lowest on anxiety symptoms, depression symptoms, and loneliness. Adolescents in rejecting involvement group scored highest on psychological adjustment indicators. Adolescents in neglecting noninvolvement group scored lower on anxiety symptoms than those in rejecting noninvolvement group. Adolescents in the warm involvement group adjusted best, while adolescents in the rejecting involvement group adjusted worst among all groups. To promote adolescents' mental health, intervention programs need to consider both parental involvement and parenting styles simultaneously.
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Affiliation(s)
- Yizhen Ren
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, 100875 Beijing, China
| | - Xinchun Wu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, 100875 Beijing, China
| | - Shengqi Zou
- Center for Mind & Brain Science, Cognition and Hunan Behavior Key Laboratory of Human Province, Department of Psychology, Hunan Normal University, 410006 Changsha, China
| | - Xinyi Wang
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, 100875 Beijing, China
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Davis RC, Palumbo IM, Tobin KE, Latzman RD. Exploring the Effects of Parental Involvement on Broad and Specific Dimensions of Behavioral Problems in Adolescence. Child Psychiatry Hum Dev 2022; 53:1359-1371. [PMID: 34218352 DOI: 10.1007/s10578-021-01215-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/27/2021] [Indexed: 11/25/2022]
Abstract
Few studies have differentiated the specificity from the generality of the associations between parental involvement and adolescent behavioral problems across levels of the psychopathology hierarchy. Among 537 adolescents aged 11-17 years, the current study considered the extent to which associations between mother- and father- involvement and behavioral problems (assessed via the parent-reported Child Behavior Checklist) were unique to a specific dimension or reflective of associations with higher-order factors. The hierarchical structure of behavioral problems fit well, with total problems at the top, internalizing and externalizing at the second level, and eight specific symptom dimensions at the third level. Mother and father involvement were protective factors for withdrawn/depressed symptoms and risk factors for anxious/depressed symptoms that were not accounted for by internalizing or total problems. Mother involvement was also a protective factor for rule-breaking behavior and a risk factor for social problems symptoms and aggressive behavior symptoms that were not accounted for by externalizing or total problems.
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Affiliation(s)
- Rachel C Davis
- Department of Psychology, Georgia State University, PO Box 5010, Atlanta, GA, 30302-5010, USA
| | - Isabella M Palumbo
- Department of Psychology, Georgia State University, PO Box 5010, Atlanta, GA, 30302-5010, USA
| | - Kaitlyn E Tobin
- Department of Psychology, Georgia State University, PO Box 5010, Atlanta, GA, 30302-5010, USA
| | - Robert D Latzman
- Department of Psychology, Georgia State University, PO Box 5010, Atlanta, GA, 30302-5010, USA.
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Latent Class Analysis to Identify Parental Involvement Styles in Chinese Children’s Learning at Home. Behav Sci (Basel) 2022; 12:bs12070237. [PMID: 35877306 PMCID: PMC9311512 DOI: 10.3390/bs12070237] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2022] [Revised: 06/29/2022] [Accepted: 07/12/2022] [Indexed: 02/06/2023] Open
Abstract
Background: Parental involvement is one of the most important factors affecting students’ academic learning. Different families seem to show similar parental involvement patterns. This study employed a representative sample of 12,575 seventh- and eighth-grade Chinese students’ parents to explore the patterns of parental involvement. (2) Methods: Latent class analysis (LCA) was used to identify different parental involvement styles in children’s studies at home. Discriminant analysis, MANOVA, post-hoc tests, and effect size were used to verify the LCA results. (3) Results: Four distinctive latent class groups were identified and named: supportive (20%), permissive (54%), restrictive (8%), and neglectful (18%). A discriminant analysis supported the LCA group classification results. The MANOVA results indicated statistically significant differences between the four latent classes using the set of predictor variables. The post-hoc test results and effect sizes showed that the predictor variables had substantial differences among the four latent class groups. Parental education and family income showed statistically significant links to these four parental involvement styles, which, in turn, were linked to students’ academic achievement according to the MANOVA, effect sizes, and post-hoc test results. (4) Conclusions: Parental involvement styles in children’s learning at home can be identified and categorized into four different latent class styles.
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Koepp AE, Gershoff ET, Marteleto LJ. Parent involvement and children's academic achievement: Evidence from a census of public school students in Brazil. Child Dev 2022; 93:1744-1759. [PMID: 35686651 DOI: 10.1111/cdev.13816] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
In order to broaden findings beyond high-income countries, this study used path models to test associations between parent involvement and student achievement in Brazil using a 2017 census of public school students in fifth grade (N = 2,167,729, Mage = 11, 49 % female, 44% Parda, 29% White, 11% Black, 3% Asian, 3% Indigenous) and ninth grade (N = 1,782,899, Mage = 15, 51% female, 46% Parda, 29% White, 12% Black, 4% Asian, 3% Indigenous). Parent involvement showed positive associations with student reading and math achievement for fifth graders (βs = .11 & .09) but essentially null associations for ninth graders (βs = -.01). Students' homework completion mediated associations in both grades (βs = .03). Parent education was not a strong moderator of associations.
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Guo N, Huebner ES, Tian L. Co-developmental trajectories of parental involvement: Relations to academic achievement and externalizing and internalizing problems among Chinese elementary schoolchildren. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1422-1443. [PMID: 35527366 DOI: 10.1111/bjep.12508] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 04/26/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND Parental involvement is an important multi-faceted factor in children's academic performance and school behaviour. However, most prior studies have involved cross-sectional designs, with few studies exploring the co-developmental nature of various parental involvement characteristics over time and their associations with children's academic achievement, externalizing, and internalizing problems. AIMS This study explored (a) co-developmental trajectories of seven parental involvement characteristics in elementary schoolchildren, and (b) relations to children's academic achievement, externalizing, and internalizing problems. SAMPLE AND METHODS A total of 3553 Chinese elementary schoolchildren (Mage = 9.90, SD = .72; 53.9% boys) completed relevant measures on 4 occasions at 6-month intervals. Parallel process latent class growth modelling was used for examining study hypotheses. RESULTS Four co-developmental trajectories of parental involvement were identified: 'High motivation and involvement', 'Low motivation and involvement', 'Incongruent motivation and involvement', and 'Incongruent motivation and high involvement'. The highest academic achievement and fewest externalizing and internalizing problems were observed for schoolchildren in the 'High motivation and involvement' class, followed by those who were in the 'Incongruent motivation and high involvement' and 'Incongruent motivation and involvement' classes, and finally, schoolchildren were the 'Low motivation and involvement' class. CONCLUSIONS The identification of heterogeneous trajectories with differential outcomes highlights the importance of individual differences considerations in understanding the co-developmental patterns of parental involvement, suggesting that specific interventions need to be formulated for differing groups.
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Affiliation(s)
- Nan Guo
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China
| | - Eugene Scott Huebner
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Lili Tian
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou, China
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Bayly BL, Vasilenko SA. An Ecological Latent Class Model of Adolescent Risk and Protective Factors: Implications for Substance Use and Depression Prevention. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2021; 45:355-367. [PMID: 34177009 PMCID: PMC8224538 DOI: 10.1177/01650254211005567] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
To provide a comprehensive view of the unique contexts shaping adolescent development in the United States we utilized latent class analysis (LCA) with indicators of risk and protection across multiple domains (family, peers, school, neighborhood) and examined how latent class membership predicted heavy episodic drinking, illicit substance use, and depression in adolescence and six years later when participants were young adults. Data came from wave 1 and wave 3 of the nationally-representative United States-based Add Health study (N = 6,649; M age W1= 14.06; M age W3 = 20.38; 53.8% female; 56.1% White/European American; 22.8% Black/African American, 9.5% Hispanic, 6.7% Biracial, Asian or Pacific Islander 4.2%, American Indian/Native American 0.7%;). A 6-class solution was selected with classes named: Two-Parent: Low Risk, Two-Parent: Relationship Risks, Two-Parent: Neighborhood Risks, Single Parent: Low Risk, Single Parent: Relationship Risks, and Single Parent: Multidimensional Risk. Subsequent analyses suggested that adolescent social relationships are particularly important for prevention interventions as the classes marked by substance using peers and a lack of closeness to parents and teachers in adolescence (Two-Parent: Relationship Risks and Single Parent: Relationship Risks) had consistently poorer outcomes in adolescence and young adulthood.
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Affiliation(s)
- Benjamin L Bayly
- Agricultural Economics, Sociology, and Education; Pennsylvania State University
| | - Sara A Vasilenko
- Department of Human Development and Family Science, Syracuse University
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11
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Metzger IW, Cooper SM, Griffin CB, Golden AR, Opara I, Ritchwood TD. Parenting profiles of academic and racial socialization: Associations with academic engagement and academic self-beliefs of African American adolescents. J Sch Psychol 2020; 82:36-48. [PMID: 32988462 DOI: 10.1016/j.jsp.2020.07.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 02/01/2020] [Accepted: 07/01/2020] [Indexed: 12/01/2022]
Abstract
In addition to being involved and encouraging their youth academically, many African American caregivers also employ socialization practices that prepare their adolescents for entering into a school system where they will be an ethnic minority or be taught by predominantly non-minority educators. The purpose of the current investigation was to fill existing gaps in the literature by examining two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (cultural pride, preparation for bias, and egalitarian messages). Additionally, this study examined how the identified profiles are associated with African American adolescents' academic outcomes (academic engagement and academic self-beliefs). A latent profile analysis was utilized to analyze data on 140 African American adolescent participants (M = 12.4; SD = 1.13; 56% female). Profiles that were identified included (a) academic socializers, (b) low race salient socializers, (c) preparation for bias socializers, (d) unengaged socializers, (e) multifaceted socializers, and (f) race salient socializers. Although there was no demographic (age, gender, SES) variation in profile membership, there were some differences in academic engagement and adolescents' academic-self beliefs. Findings highlight the importance of examining how academic and racial socialization work together and their association with adolescents' academic outcomes. Implications are discussed for school psychologists and educators.
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Affiliation(s)
| | - Shauna M Cooper
- University of North Carolina at Chapel Hill, United States of America
| | | | | | - Ijeoma Opara
- Stony Brook University 101 Nicolls Road, Stony Brook, NY 11794.
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Garbacz SA, Bolt DM, Seeley JR, Stormshak EA, Smolkowski K. Examining School Proactive Outreach to Families in Public Middle Schools. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/2372966x.2020.1787081] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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13
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Ansari A, Hofkens TL, Pianta RC. Absenteeism in the First Decade of Education Forecasts Civic Engagement and Educational and Socioeconomic Prospects in Young Adulthood. J Youth Adolesc 2020; 49:1835-1848. [PMID: 32572758 DOI: 10.1007/s10964-020-01272-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Accepted: 06/10/2020] [Indexed: 11/30/2022]
Abstract
Much has been established about the short-term consequences of missing school, yet little is known about the longer-term outcomes of absenteeism. To address this gap in knowledge, the current study considered the consequences of school absenteeism between kindergarten and eighth grade for the behavioral, economic, and educational outcomes of young adults. Participants were drawn from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (age 22-23; 54% female and 86% White, n = 648). The findings indicated that individuals who were more regularly absent from school were not more frequently engaged in risky, deviant, or criminal behaviors in young adulthood. However, those who were more regularly absent described being less likely to be politically engaged, reported themselves as experiencing greater economic difficulties, with less optimal educational outcomes, and as marginally more likely to have a child. The outcomes of absenteeism were largely cumulative and there was little evidence to suggest that the outcomes of absenteeism varied across urban and rural communities or as a function of socioeconomic status. Taken together, this study provides new insight into the long-term consequences of missing school and points to the importance of addressing absenteeism in the first ten years of students' educational careers.
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Affiliation(s)
- Arya Ansari
- Department of Human Sciences, The Ohio State University, Columbus, OH, USA. .,Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, USA.
| | - Tara L Hofkens
- Curry School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
| | - Robert C Pianta
- Curry School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
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Hardaway CR, Sterrett-Hong EM, De Genna NM, Cornelius MD. The Role of Cognitive Stimulation in the Home and Maternal Responses to Low Grades in Low-Income African American Adolescents' Academic Achievement. J Youth Adolesc 2020; 49:1043-1056. [PMID: 32253658 PMCID: PMC7182545 DOI: 10.1007/s10964-020-01217-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Accepted: 02/23/2020] [Indexed: 11/28/2022]
Abstract
Parental involvement in education has generally been shown to foster adolescent academic achievement, yet little is known about whether two important forms of parental involvement-how parents respond to academic underachievement and how parents provide cognitive stimulation in the home-are related to academic achievement for African American adolescents. This study uses two waves of data to evaluate whether these forms of parental involvement are related to future academic achievement for low-income African American adolescents and whether there are gender differences in these associations. African American mothers and adolescents (N = 226; 48% girls) were interviewed when adolescents were ages 14 and 16. Mothers of girls reported higher mean levels of punitive responses to grades than mothers of boys, but child gender did not moderate associations between parental involvement and academic achievement. Cognitive stimulation in the home was related to changes in academic achievement from 14 to 16 years of age, controlling for age 14 academic achievement. This study provides evidence that nonpunitive responses to inadequate grades and cognitive stimulation at home are linked to academic achievement among African American adolescents.
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Affiliation(s)
- Cecily R Hardaway
- Department of African American Studies, University of Maryland, 1119 Taliaferro Hall, College Park, MD, 20742, USA.
| | | | - Natacha M De Genna
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Marie D Cornelius
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
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15
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The Negative Impact of Economic Hardship on Adolescent Academic Engagement: An Examination Parental Investment and Family Stress Processes. J Youth Adolesc 2020; 49:973-990. [DOI: 10.1007/s10964-020-01210-4] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2019] [Accepted: 02/08/2020] [Indexed: 11/27/2022]
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16
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Rogers CR, Perino MT, Telzer EH. Maternal Buffering of Adolescent Dysregulation in Socially Appetitive Contexts: From Behavior to the Brain. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30:41-52. [PMID: 30957359 PMCID: PMC6779482 DOI: 10.1111/jora.12500] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
Adolescents are more susceptible to dysregulation in positive social contexts, compared to children. We investigated whether maternal presence would buffer these effects in adolescence. Fifty-four adolescents and children (age range = 8-17 years, Mage = 13.38 years) completed a social go-nogo task during an fMRI scan alone and in the presence of their mother. We found age-related patterns, such that older relative to younger youth displayed more disinhibition toward socially appetitive than socially aversive stimuli, which was buffered by maternal presence. Furthermore, with age, maternal buffering in socially appetitive contexts elicited heightened activation in the ventromedial prefrontal cortex and amygdala-medial prefrontal cortex connectivity. Findings underscore the importance of caregivers in promoting the neural regulation of their offspring during adolescence.
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Affiliation(s)
- Christina R. Rogers
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill
| | | | - Eva H. Telzer
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill
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17
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Xu X, Xu G, Liu M, Deng C. Influence of parental academic involvement on the achievement goal orientations of high school students in China: A latent growth model study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90:700-718. [PMID: 31680248 DOI: 10.1111/bjep.12326] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2019] [Revised: 09/29/2019] [Indexed: 11/30/2022]
Abstract
BACKGROUND Many studies on parental involvement in their children's education have limitations in cross-sectional designs in spite of examining the relationships between this involvement and achievement goal orientations. Thus, little is known about whether and how parental involvement affects achievement goal orientations over time. AIMS This study examines the influence of parental involvement on achievement goal orientations among Chinese high school students. SAMPLE The participants included 741 high school students (367 girls; Mage = 15.51 years, SD = .46) in China. METHODS The data were collected in five waves with a 6-month interval, starting in the autumn of tenth grade and ending in the autumn of twelfth grade. In each wave, participants reported their perceived degree of parental involvement, mastery goal orientation, performance-approach goal orientation and performance-avoidance goal orientation. RESULTS Over time, a decline was seen in these high school students' perceived level of parental involvement and mastery goal orientation, while an increase in their performance-approach goal orientation and stability in terms of their performance-avoidance goal orientation were found. In addition, the results indicated that the level of and changes in parental involvement had significant effects on the changes in mastery goal orientation, and were unrelated to those of two performance goal orientations. CONCLUSIONS These findings evidence the dynamic nature of parental involvement and students' achievement goal orientations, as well as the positive influence of such involvement on the endorsement and development of mastery goal orientation, while this was not the case for the other two performance goal orientations.
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Affiliation(s)
- Xinpei Xu
- Shanghai Key Laboratory of Brain Functional Genomics, Shanghai Changning-ECNU Mental Health Center, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Gangmin Xu
- Shanghai Key Laboratory of Brain Functional Genomics, Shanghai Changning-ECNU Mental Health Center, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Ming Liu
- Department of Special Education, Faculty of Education, East China Normal University, Shanghai, China
| | - Ciping Deng
- Shanghai Key Laboratory of Brain Functional Genomics, Shanghai Changning-ECNU Mental Health Center, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
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Mbwayo AW, Mathai M, Kuria MW, Mutavi T, Stoep AV. PARENTS' AND TEACHERS' PERCEPTIONS OF FACTORS AFFECTING LEARNING IN KENYA. GLOBAL SOCIAL WELFARE : RESEARCH, POLICY & PRACTICE 2019; 7:245-256. [PMID: 33224713 PMCID: PMC7677963 DOI: 10.1007/s40609-019-00161-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Studies have shown that a child's learning in school is affected by several factors, some related to the school environment, others to the home and community while others are as a result of the individual characteristics of the child. This study sought to explore parents' and teachers' perceptions of factors that affect learning of children in primary schools in a rural County in Kenya. METHODS This was a qualitative study that adopted the phenomenological approach. It was conducted with parents and teachers of 7 primary schools in rural and semi-rural areas of Kiambu County in Kenya. Using a researcher developed guide, data was collected using focus group discussion with parents and teachers. The discussions were conducted as follows-four were conducted in English language, two in Kiswahili language, and three were conducted in the local language and all were audio taped. Research assistants also took notes during the discussions. Results were transcribed verbatim and those that needed to be translated into English were translated. In analysis, MA, MM and MT read the transcripts and coded the major themes. RESULTS Four themes perceived by both parents and teachers to affect a child's learning emerged. These were; school environment, home, community and factors within the child. CONCLUSION There is need for both teachers and parents to come together and discuss perceived factors that interfere with learning of the children. Those that form a consensus for both groups, means to address them be found for better academic success of the child.
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Affiliation(s)
- Anne Wanjiru Mbwayo
- Department of Psychiatry, College of Health Sciences, University of Nairobi; PO Box 19676 - 00202, Nairobi
| | - Muthoni Mathai
- Department of Psychiatry, College of Health Sciences, University of Nairobi; PO Box 19676 - 00202, Nairobi
| | - Mary Wangari Kuria
- Department of Psychiatry, College of Health Sciences, University of Nairobi; PO Box 19676 - 00202, Nairobi
| | - Teresia Mutavi
- Department of Psychiatry, College of Health Sciences, University of Nairobi; PO Box 19676 - 00202, Nairobi
| | - Ann Vander Stoep
- Child Health Institute, University of Washington, P.O. Box 354920, Seattle, Washington USA 98195
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19
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Xie H, Weybright EH, Caldwell LL, Wegner L, Smith EA. Parenting Practice, Leisure Experience, and Substance Use Among South African Adolescents. JOURNAL OF LEISURE RESEARCH 2019; 51:36-55. [PMID: 32981966 PMCID: PMC7518372 DOI: 10.1080/00222216.2019.1620144] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
There is limited understanding of parents' role in positive youth/adolescent development through leisure in developing countries. Using a sample of 6626 8th grade students in South Africa, this study examined the interrelationships among parenting practice, adolescents' leisure experience, and substance use. Results of structural equation modeling showed that parental leisure involvement was associated with less substance use, while parental leisure over-control was associated with greater substance use. The relationship of parental leisure involvement to substance use was mediated by healthy leisure engagement. The relationship of parental leisure over-control to substance use, on the other hand, was mediated by leisure boredom and healthy leisure engagement. The model path coefficients had little variation between genders and socioeconomic groups except that parental leisure over-control had a stronger positive relationship with leisure boredom for males than females. Theoretical and practical implications were discussed.
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Affiliation(s)
- Hui Xie
- Corresponding Author , Phone: (818) 677-5896; Fax: (818) 677-2695
| | | | - Linda L. Caldwell
- The Pennsylvania State University, University of the Western Cape, South Africa
| | - Lisa Wegner
- Department of Occupational Therapy, University of the Western Cape, South Africa
| | - Edward A. Smith
- The Pennsylvania State University, University of the Western Cape, South Africa
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20
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Wang MT, Smith LV, Miller-Cotto D, Huguley JP. Parental Ethnic-Racial Socialization and Children of Color's Academic Success: A Meta-Analytic Review. Child Dev 2019; 91:e528-e544. [PMID: 31099030 DOI: 10.1111/cdev.13254] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racial socialization utilized, developmental age of the child receiving the socialization, and racial/ethnic group implementing the socialization. Ethnic-racial socialization was positively related to academic performance, motivation, and engagement, with motivation being the strongest outcome. Most dimensions of ethnic-racial socialization were positively related to academic outcomes, except for promotion of mistrust. In addition, the link between ethnic-racial socialization and academic outcomes was strongest for middle school and college students, and when looking across ethnic-racial groups, this link was strongest for African American youth. The results suggest that different dimensions of ethnic-racial socialization have distinct relationships with diverse academic outcomes and that the effects of ethnic-racial socialization vary by both youth developmental levels and racial/ethnic groups.
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21
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Goodrum NM, Felix R, Self-Brown S, De Veauuse-Brown N, Armistead LP. Violence Victimization and Parenting Among Black South African Mothers. JOURNAL OF FAMILY VIOLENCE 2019; 34:127-137. [PMID: 30962671 PMCID: PMC6450534 DOI: 10.1007/s10896-018-0022-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
PURPOSE Black South African women and girls face high rates of violence victimization, including physical, sexual, and emotional abuse in childhood and intimate partner violence (IPV) in adulthood. U.S.-based research suggests that violence victimization predicts parenting difficulties, but this relation has not been examined in a South African context. METHOD Among a sample of 99 Black South African female caregivers, we examined rates of child abuse, IPV, and cumulative trauma, and we explored the associations between caregivers' victimization history and current parenting quality (i.e., parent-child relationship quality & parental involvement with child). Caregivers completed self-report questionnaires using ACASI software. RESULTS Hierarchical regression analyses revealed that caregivers reporting childhood physical or sexual abuse were less involved with their children. Caregivers with a history of emotional abuse reported significantly worse parent-child relationship quality. Cumulative trauma was associated with worse parental involvement and parent-child relationship quality. CONCLUSIONS Results reveal relatively high rates of interpersonal violence victimization among this convenience sample of Black South African women, as well as unique relations between forms of victimization and specific parenting practices. The findings highlight the importance of behavioral parent training interventions with a focus on specific assessment of parents' victimization experiences.
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Affiliation(s)
- Nada M. Goodrum
- Department of Psychology, Georgia State University, United States
| | - Rosa Felix
- Department of Psychology, Georgia State University, United States
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22
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Newland LA, Giger JT, Lawler MJ, Roh S, Brockevelt BL, Schweinle A. Multilevel Analysis of Child and Adolescent Subjective Well-Being Across 14 Countries: Child- and Country-Level Predictors. Child Dev 2018; 90:395-413. [PMID: 30171770 DOI: 10.1111/cdev.13134] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study tests an ecological, relationship-based model of children's subjective well-being with 9- to 14-year-old children (n = 25,906) from 14 countries across Africa, Asia, Europe, North America, and South America. Children completed the Children's Worlds survey, a self-report measure of contextual and well-being indicators. Multilevel modeling was used to predict children's well-being (life satisfaction and self-image) at two levels, child (age, gender, home context, family relationships, peer relationships, school context, teacher relationships, and neighborhood quality), and country (gross domestic product and income inequality). Findings indicated that intercepts varied significantly across countries. The majority of variance in children's well-being was attributed to child-level rather than country-level factors. Country-level factors did not strongly predict well-being but marginally improved model fit.
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23
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Morales-Castillo M, Aguirre-Dávila E. Involucramiento Parental Basado en el Hogar y Desempeño Académico en la Adolescencia. REVISTA COLOMBIANA DE PSICOLOGÍA 2018. [DOI: 10.15446/rcp.v27n2.66212] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
El artículo analiza el involucramiento parental basado en el hogar como práctica de crianza asociada al desempeño académico de los adolescentes. A través de la revisión sistemática de estudios con resultados empíricos en seis bases de datos, se presenta la influencia multidimensional del involucramiento parental en el hogar —expresado como monitoreo, apoyo, comunicación, instrucción, socialización académica y disposición de recursos—. Los hallazgos reportados sugieren el lugar relevante de las creencias parentales, el apoyo y la comunicación, para comprender el efecto del involucramiento parental en las trayectorias de desempeño académico durante la adolescencia. De igual forma, se manifiesta la importancia de interpretar dichos efectos con la mediación de diferentes factores personales de los adolescentes.
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24
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Parental Involvement and Adolescent Academic Outcomes: Exploring Differences in Beneficial Strategies across Racial/Ethnic Groups. J Youth Adolesc 2018; 47:1332-1349. [PMID: 29671243 DOI: 10.1007/s10964-018-0853-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2018] [Accepted: 03/30/2018] [Indexed: 10/17/2022]
Abstract
Gaps in educational outcomes between racial/ethnic and socioeconomic groups persist in the United States, and parental involvement is often cited as an important avenue for improving outcomes among racially/ethnically diverse adolescents. This study utilized data from the Education Longitudinal Study 2002-2013 (56% female, N = 4429), which followed 10th-graders through high school and ten years post-high school, to examine the links between parental involvement strategies and academic outcomes (grade point average and educational attainment). Participants included white, African American, and Hispanic/Latino adolescents from low-SES families. This study used recursive partitioning, a novel analytic strategy used for exploring higher-order interactions and non-linear associations among factors (e.g., parental educational involvement strategies) to predict an outcome (e.g., grade point average or educational attainment) through step-wise partitioning. The results showed that the combination of greater academic socialization and school-based involvement was beneficial for all adolescents' grade point average, whereas the combination of home-based involvement with academic socialization and school-based involvement yielded mixed results. Greater academic socialization and home-based involvement appeared beneficial for educational attainment among African American and Hispanic/Latino adolescents, but not white adolescents. More home-based involvement and less academic socialization were associated with less educational attainment for white adolescents. Overall, the findings showed different combinations of parental educational involvement strategies were beneficial for adolescents across racial/ethnic groups, which may have implications for practice and policy.
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25
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Adolescents' Perceptions of the Economy: Its Association with Academic Engagement and the Role of School-Based and Parental Relationships. J Youth Adolesc 2018; 47:895-915. [PMID: 29313250 DOI: 10.1007/s10964-017-0802-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2017] [Accepted: 12/20/2017] [Indexed: 10/18/2022]
Abstract
In the context of widespread media coverage of economic problems, un- and under-employment, and overwhelming student loan debt, youth are making sense of the prospects of getting a job and value of education. Further, they are assessing the implications of the job market in curtailing or enhancing their future success. School-based and familial relationships may support students in making sense of the job market. The current study focuses on how youth view the economy, its association with academic engagement, and how parental and school-based relationships shape views of the job market and their impact on academic engagement. With an ethnically diverse sample of high school students (N = 624; 54% female), perceptions of the job market were tested as mediators and moderators of the relations between school-based relationships and parenting on academic engagement. Using structural equation modeling, job market pessimism mediated the relation between school-based relationships and engagement. School-based relationships and parenting practices moderated the relation between job market pessimism and academic engagement. At high levels of parental and school support, interpreted as increased centrality and salience of academic success, there was a stronger negative association between job market pessimism and academic engagement. This set of findings indicates that high school students are thinking about the job market in ways that impact their engagement in school. These findings extend theories that have focused on the job market and the likelihood of dropping out of school or enrolling in post-secondary education. These findings are significant because just staying in school is not enough to succeed. With increased emphasis on college and career readiness, students are required to be more planful and purposeful during high school in order to succeed in the job market.
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26
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Affiliation(s)
- M. Elena Lopez
- Global Family Research Project, Mountain View, California, USA
| | - Margaret Caspe
- Global Family Research Project, Mountain View, California, USA
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27
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Li Y, Allen J, Casillas A. Relating psychological and social factors to academic performance: A longitudinal investigation of high-poverty middle school students. J Adolesc 2017; 56:179-189. [DOI: 10.1016/j.adolescence.2017.02.007] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2015] [Revised: 01/28/2017] [Accepted: 02/06/2017] [Indexed: 11/27/2022]
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28
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Bhargava S, Bámaca-Colbert MY, Witherspoon DP, Pomerantz EM, Robins RW. Examining Socio-Cultural and Neighborhood Factors Associated with Trajectories of Mexican-Origin Mothers' Education-Related Involvement. J Youth Adolesc 2017; 46:1789-1804. [PMID: 28050689 DOI: 10.1007/s10964-016-0628-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2016] [Accepted: 12/27/2016] [Indexed: 10/20/2022]
Abstract
Parental involvement in education is an important determinant of youth's academic success. Yet, there is limited knowledge on how Latino parents' education-related involvement changes over time. Using data from a longitudinal study of 674 Mexican-origin families (mother-adolescent dyad; M age of child at Wave 1=10.4, SD = 0.60), we examined trajectories of parental involvement from 5th to 11th grade and the effects of socio-cultural (e.g., family SES and acculturation) and contextual (e.g., neighborhood) factors on these trajectories. Results showed that mothers reduced two aspects of the educational involvement: home-based involvement and academic aspirations, but increased on a third aspect of involvement, resource seeking. Furthermore, family SES, acculturation, and neighborhood context were differentially associated with mothers' involvement at 5th grade and predicted changes in involvement across elementary and high school.
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Affiliation(s)
- Sakshi Bhargava
- Department of Psychology, The Pennsylvania State University, 223 Moore Building, University Park, PA, 16802, USA.
| | - Mayra Y Bámaca-Colbert
- Department of Human Development and Family Studies, The Pennsylvania State University, 215 Health & Human Development, University Park, PA, 16802, USA
| | - Dawn P Witherspoon
- Department of Psychology, The Pennsylvania State University, 217 Moore Building, University Park, PA, 16802, USA
| | - Eva M Pomerantz
- Department of Psychology, University of Illinois, 611 Psychology Bldg. 603 E. Daniel Street M/C 716, Champaign, IL, 61820, USA
| | - Richard W Robins
- Department of Psychology, University of California, Davis, 268H Young Hall, 1 Shields Avenue, Davis, CA, 95616, USA
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29
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Im MH, Hughes JN, West SG. Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2016; 26:963-978. [PMID: 28239244 PMCID: PMC5321170 DOI: 10.1111/jora.12247] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
In a sample of 527 academically at-risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12-14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12-14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed.
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Affiliation(s)
- Myung Hee Im
- Texas A&M University and American Institutes for Research
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30
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Assessing the Relationship Between Parental Influences and Wellbeing Among Low Income African American Adolescents in Chicago. CHILD & YOUTH CARE FORUM 2016. [DOI: 10.1007/s10566-016-9373-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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31
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Rivas-Drake D, Marchand A. Academic Socialization Among Latino Families: Exploring the Compensatory Role of Cultural Processes. RESEARCH IN HUMAN DEVELOPMENT 2016. [DOI: 10.1080/15427609.2016.1194708] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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32
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Lv B, Zhou H, Guo X, Liu C, Liu Z, Luo L. The Relationship between Academic Achievement and the Emotional Well-Being of Elementary School Children in China: The Moderating Role of Parent-School Communication. Front Psychol 2016; 7:948. [PMID: 27445915 PMCID: PMC4919906 DOI: 10.3389/fpsyg.2016.00948] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2016] [Accepted: 06/08/2016] [Indexed: 11/13/2022] Open
Abstract
The relationship between academic achievement and the subjective well-being of elementary school children has received increasing attention. However, previous research on the relationship between these variables has yielded inconsistent conclusions - possibly due to the presence of potential moderating variables. This study investigated the relationship between the academic achievement and the emotional well-being (positive and negative affect) of elementary school children in China and the moderating effect of parent-school communication on this relationship. A total of 419 elementary school students and their parents participated. The elementary students' positive and negative affect, their academic achievement on both midterm and final examinations of the most recent semester, and the frequency of parent-school communication were assessed. Academic achievement of elementary students was positively correlated with positive affect and negatively correlated with negative affect. Parent-school communication significantly moderated this relationship. Regardless of positive or negative affect, the correlation was only significant in the high parent-school communication group (one standard deviation higher than the mean) and in the mean group, whereas in the low parent-school communication group, no association was observed. These results indicate that parental engagement with school impacts both the academic achievements and subjective well-being of children in China.
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Affiliation(s)
- Bo Lv
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing China
| | - Huan Zhou
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing China
| | - Xiaolin Guo
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing China
| | - Chunhui Liu
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing China
| | - Zhaomin Liu
- School of Sociology, China University of Political Science and Law, Beijing China
| | - Liang Luo
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing China
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33
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Beal SJ, Grimm KJ, Dorn LD, Susman EJ. Morningness-Eveningness and Physical Activity in Adolescent Girls: Menarche as a Transition Point. Child Dev 2016; 87:1106-14. [PMID: 27097124 DOI: 10.1111/cdev.12539] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
This study identified trajectories of morningness-eveningness (M-E) and physical activity when chronological (i.e., time since birth) versus gynecological (i.e., time since menarche) age is used to indicate maturation. Piecewise models were fit for girls (N = 262, ages 11-19) using chronological or gynecological age as the time metric. Girls stayed up later (i.e., eveningness) as they approach menarche. After menarche no change in M-E was observed. In contrast, no change in M-E was detected with chronological age. No change in physical activity was observed before menarche, and physical activity declined after menarche. With chronological age, physical activity declined as girls got older. Gynecological age may be more appropriate than chronological age as a metric for understanding changes in M-E and physical activity.
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Affiliation(s)
- Sarah J Beal
- Cincinnati Children's Hospital Medical Center.,University of Cincinnati
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