Longitudinal Relations among Parenting Styles, Prosocial Behaviors, and Academic Outcomes in U.S. Mexican Adolescents

Autor/inn/en	Carlo, Gustavo; White, Rebecca M. B.; Streit, Cara; Knight, George P.; Zeiders, Katharine H.
Titel	Longitudinal Relations among Parenting Styles, Prosocial Behaviors, and Academic Outcomes in U.S. Mexican Adolescents
Quelle	In: Child Development, 89 (2018) 2, S.577-592 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12761
Schlagwörter	Longitudinal Studies; Correlation; Parenting Styles; Prosocial Behavior; Mexican Americans; Student Attitudes; Parent Attitudes; Authoritarianism; Teacher Attitudes; Grade 5; Grade 10; Grade 12; Fathers; Mothers; Outcomes of Education; Predictor Variables + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Hispanoamerikaner; Schülerverhalten; Elternverhalten; Autoritarismus; Lehrerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; School year 12; 12. Schuljahr; Schuljahr 12; Mother; Mutter; Lernleistung; Schulerfolg; Prädiktor
Abstract	This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 M[subscript age] = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades. "Authoritative" parents were more likely to have youth who exhibited high levels of prosocial behaviors than those who were "moderately demanding" and "less involved." Fathers and mothers who were less involved and mothers who were "moderately demanding" were less likely than "authoritative" parents to have youth who exhibited high levels of prosocial behaviors. Prosocial behaviors were positively associated with academic outcomes. Discussion focuses on parenting, prosocial behaviors, and academic attitudes in understanding youth academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01