Parental Autonomy Support, Community Feeling and Student Expectations as Contributors to Later Achievement among Adolescents

Autor/inn/en	Froiland, John Mark; Worrell, Frank C.
Titel	Parental Autonomy Support, Community Feeling and Student Expectations as Contributors to Later Achievement among Adolescents
Quelle	In: Educational Psychology, 37 (2017) 3, S.261-271 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1214687
Schlagwörter	Personal Autonomy; Expectation; Academic Achievement; Adolescents; Adolescent Attitudes; Motivation; High School Students; Educational Attainment; Structural Equation Models; Self Determination; Intervention; Grade Point Average; Correlation; Statistical Analysis; Parents; Parent Education; California (San Francisco) + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Expectancy; Erwartung; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; psychologische; Motivation (psychologisch); High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsabschluss; Bildungsgut; Selbstbestimmung; Korrelation; Statistische Analyse; Eltern; Parents education; Elternbildung; Elternschule
Abstract	This longitudinal study examined the relationships among parental autonomy support, student intrinsic life goals (i.e. community feeling), student expectations for long-term educational attainment and later academic performance (measured by GPA) in 227 students in an ethnically and racially diverse high school. Hypotheses were tested with structural equation models, which included gender, parent education and prior GPA as control variables. As self-determination theory suggests, parental autonomy support was indirectly and positively related to academic performance via intrinsic life goals. Intrinsic life goals and student expectations were moderately and positively related and both contributed to growth in academic performance, which suggests that self-determination theory and expectancy-value theory provide additive insight in predicting educational achievement. Fifty per cent of the variance in intrinsic life goals was explained by parental autonomy support and 77% of the variance in later GPA was explained collectively by variables in the study. The way in which student expectations and intrinsic life goals work in concert to promote achievement should be examined in future intervention studies. The significant indirect effect of parental autonomy support on GPA via intrinsic life goals and student expectations suggests that students will benefit from parents fostering intrinsic life goals through autonomy supportive communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01