Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence
Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence
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DOI：
10.1111/j.1467-8624.2004.00753.x
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发表时间：
2004-09-01
影响因子：
4.6
通讯作者：
Pettit, GS
中科院分区：
文献类型：
--
作者：
Hill, NE;Castellino, DR;Pettit, GS
对463名青少年从7年级(约12岁)到11年级(约16岁)的家长学业投入、行为问题、成就和抱负的纵向模型进行了研究。7年级家长的学业投入与8年级的行为问题呈负相关，与11年级的抱负呈正相关。不同的父母教育水平和种族有差异：在父母教育程度较高的群体中，父母的学术参与与较少的行为问题有关，行为问题与成就和抱负有关。对于父母教育程度较低的群体，父母的学习投入与抱负有关，而与行为或成就无关。对于非裔美国人来说，父母的学业参与与成绩呈正相关，而对于欧洲裔美国人则不是。不同的社会人口学背景可能会对家长的学业参与有不同的理解，并为不同的目的服务。
A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds.