A Longitudinal Daily Diary Study of Family Assistance and Academic Achievement among Adolescents from Mexican, Chinese, and European Backgrounds

Autor/inn/en	Telzer, Eva H.; Fuligni, Andrew J.
Titel	A Longitudinal Daily Diary Study of Family Assistance and Academic Achievement among Adolescents from Mexican, Chinese, and European Backgrounds
Quelle	In: Journal of Youth and Adolescence, 38 (2009) 4, S.560-571 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-008-9391-7
Schlagwörter	Longitudinal Studies; Diaries; Family Relationship; Helping Relationship; Academic Achievement; Adolescents; Mexican Americans; Chinese Americans; Whites; High School Students; Grade Point Average; Time + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Diary; Tagebuch; Helfende Beziehung; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Hispanoamerikaner; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; White; Weißer; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zeit
Abstract	A longitudinal daily diary method was employed to examine the implications of family assistance for the academic achievement of 563 adolescents (53% female) from Mexican (n = 217), Chinese (n = 206), and European (n = 140) backgrounds during the high school years (mean age 14.9 years in 9th grade to 17.8 years in 12th grade). Although changes in family assistance time within individual adolescents were not associated with simultaneous changes in their Grade Point Averages (GPAs), increases in the proportion of days spent helping the family were linked to declines in the GPAs of students from Mexican and Chinese backgrounds. The negative implications of spending more days helping the family among these two groups was not explained by family background factors or changes in study time or school problems. These results suggest that the chronicity rather than the amount of family assistance may be difficult for adolescents from Mexican and Chinese backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10