Adolescents' Reports of Parental Engagement and Academic Achievement in Immigrant Families

Autor/inn/en	Plunkett, Scott W.; Behnke, Andrew O.; Sands, Tovah; Choi, Brian Y.
Titel	Adolescents' Reports of Parental Engagement and Academic Achievement in Immigrant Families
Quelle	In: Journal of Youth and Adolescence, 38 (2009) 2, S.257-268 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-008-9325-4
Schlagwörter	Grades (Scholastic); Parent Background; Educational Attainment; Adolescents; Immigrants; Parent Child Relationship; Academic Achievement; Parent Participation; High Schools; Hispanic Americans; Adolescent Attitudes; Gender Differences; Fathers; Mothers; Ethnicity; California + Suchen Sie Ihr Suchwort? Notenspiegel; Elternhaus; Bildungsabschluss; Bildungsgut; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Immigrant; Immigrantin; Immigranten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schulleistung; Elternmitwirkung; High school; Oberschule; Hispanic; Hispanoamerikaner; Geschlechterkonflikt; Mother; Mutter; Ethnizität; Kalifornien
Abstract	The purpose of this study was to add to the understanding of the effects of perceived parental engagement on adolescents' academic achievement in immigrant families. Self-report data were collected from 1,245 adolescents in immigrant families from four high schools in Los Angeles County. The sample characteristics follow: 13-16 years old (M = 14.5); 58.9% female, 41.1% male; 57.5% Latino; 40.6% 1st generation youth (i.e., foreign born), 59.4% 2nd generation youth. After controlling for parental educational attainment, parental engagement variables were indirectly related to grades through youths' academic engagement. Multigroup SEM indicated some differences between genders, generational statuses, and ethnicities (Latinos versus others). Adolescents' perceptions of monitoring by mothers and fathers were indirectly related to grades through academic engagement. Perceived educational advice by mothers was indirectly related to grades through academic engagement for non-Latinos, boys, and 2nd generation youth. Perceived mothers' schoolwork help was positively related to adolescents' academic engagement in all the models (except 2nd generation youth), yet fathers' schoolwork help was significant only for girls and 2nd generation youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10