The Moderation of Parental Support on the Relationship between Race-Related Career Barriers and Academic Achievement

Autor/inn/en	Li, Xu; Wang, Yu-Wei; Kim, Young Hwa
Titel	The Moderation of Parental Support on the Relationship between Race-Related Career Barriers and Academic Achievement
Quelle	In: Journal of Career Development, 49 (2022) 2, S.363-377 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Xu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845320937353
Schlagwörter	Parent Participation; Parent Role; Academic Achievement; Racial Discrimination; Career Development; Racial Bias; Parent Student Relationship; Barriers; Grade Point Average; Undergraduate Students; Student Attitudes; Minority Group Students; African American Students; Asian American Students; Asians; American Indian Students; Hispanic American Students; Multiracial Persons + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parental role; Elternrolle; Schulleistung; Racial bias; Rassismus; Berufsentwicklung; Racial discrimination; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Asian; Asiat; Asiatin; Asiaten; Asiate; Hispanic; Hispanic Americans; Hispanoamerikaner; Mischling
Abstract	This study investigated the relationship between college students' perception of race-related barriers in career and educational development and their immediate (first-semester grade point average [GPA]) and long-term academic performance (4-year cumulative GPA) and the role of parents' instrumental and emotional support in moderating such effects. Participants were 820 undergraduate students at a Mid-Atlantic university in the United States. Path analysis of the proposed moderated mediation model indicated that (1) perception of race-related barriers was significantly and negatively correlated with students' 4-year cumulative GPA, (2) parents' instrumental support negatively predicted students' 4-year GPA, whereas emotional support positively predicted students' 4-year GPA, and (3) parental emotional support significantly buffered the negative direct effect of race-related barriers on students' 4-year GPA. Research and practical implications were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01