Academic Socialization, Parental Educational Expectations, and Academic Self-Efficacy among Latino Adolescents

Autor/inn/en	Cross, Fernanda L.; Marchand, Aixa D.; Medina, Michael; Villafuerte, Andrea; Rivas-Drake, Deborah
Titel	Academic Socialization, Parental Educational Expectations, and Academic Self-Efficacy among Latino Adolescents
Quelle	In: Psychology in the Schools, 56 (2019) 4, S.483-496 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cross, Fernanda L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22239
Schlagwörter	Hispanic American Students; Self Efficacy; Academic Ability; Self Concept; Mexican Americans; Student Attitudes; Parent Aspiration; Parent Child Relationship; Socialization; Correlation; Academic Aspiration; Parent Attitudes; Educational Background; Parent Background; Immigrants; Psychological Patterns; Secondary School Students + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Schülerverhalten; Elternwille; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Socialisation; Sozialisation; Korrelation; Elternverhalten; Vorbildung; Elternhaus; Immigrant; Immigrantin; Immigranten; Sekundarschüler
Abstract	This study examined the direct association between parental educational expectations and adolescents' academic self-efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent--adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self-efficacy and perceptions of their parents' educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents' level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self-efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01