The Longitudinal Relation between Academic Support and Latino Adolescents' Academic Motivation

Autor/inn/en	Alfaro, Edna C.; Umaña-Taylor, Adriana J.
Titel	The Longitudinal Relation between Academic Support and Latino Adolescents' Academic Motivation
Quelle	In: Hispanic Journal of Behavioral Sciences, 37 (2015) 3, S.319-341 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986315586565
Schlagwörter	Longitudinal Studies; Hispanic American Students; Student Motivation; Prediction; Grade 9; Mothers; Fathers; Parent Child Relationship; Teacher Student Relationship; Academic Achievement; Parent Participation; Student Characteristics; Helping Relationship; Questionnaires; Likert Scales; Parent Background; Educational Attainment; Statistical Analysis; Multivariate Analysis; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulische Motivation; Vorhersage; School year 09; 9. Schuljahr; Schuljahr 09; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Elternmitwirkung; Helfende Beziehung; Fragebogen; Likert-Skala; Elternhaus; Bildungsabschluss; Bildungsgut; Statistische Analyse; Multivariate Analyse
Abstract	This study examined whether longitudinal trajectories of academic support from mothers, fathers, and teachers predicted trajectories of Latino adolescents' (N = 323) academic motivation. Findings indicated those boys' perceptions of mothers' and fathers' academic support and girls' perceptions of mothers' academic support declined throughout high school. Furthermore, girls' academic motivation increased significantly over time. Although neither boys' nor girls' trajectories of support predicted trajectories of academic motivation, initial levels of academic support predicted adolescents' academic motivation in the ninth grade. Finally, girls who reported lower academic motivation during the ninth grade also tended to report steeper increases in academic motivation over time. Findings underscore the importance of examining the unique impact of academic support from multiple individuals in adolescents' lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01