Academic Adjustment across Middle School: The Role of Public Regard and Parenting

Autor/inn/en	McGill, Rebecca Kang; Hughes, Diane; Alicea, Stacey; Way, Niobe
Titel	Academic Adjustment across Middle School: The Role of Public Regard and Parenting
Quelle	In: Developmental Psychology, 48 (2012) 4, S.1003-1018 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0026006
Schlagwörter	Adolescents; Ethnic Groups; Socialization; Academic Achievement; Parent Participation; Parent School Relationship; Urban Youth; Student Adjustment; Longitudinal Studies; Correlation; African American Students; Hispanic American Students; Prediction; Student Motivation; Middle School Students; Outcomes of Education; Role; Parenting Styles + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ethnie; Socialisation; Sozialisation; Schulleistung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Vorhersage; Schulische Motivation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lernleistung; Schulerfolg; Rollen
Abstract	In the current longitudinal study, we examined associations between Black and Latino youths' perceptions of the public's opinion of their racial/ethnic group (i.e., public regard) and changes in academic adjustment outcomes across middle school. We also tested combinations of racial/ethnic socialization and parent involvement in academic activities as moderators of this association. We used a 2nd-order latent trajectory model to test changes in academic adjustment outcomes in a sample of 345 Black and Latino urban youth across 6th, 7th, and 8th grades (51% female). Results revealed a significant average linear decline in academic adjustment from 6th to 8th grade, as well as significant variation around this decline. We found that parenting moderated the association between public regard and the latent trajectory of academic adjustment. Specifically, for youth who reported high racial/ethnic socialization and low parent academic involvement, lower public regard predicted lower academic adjustment in 6th grade. For youth who reported both low racial/ethnic socialization and low parent academic involvement, lower public regard predicted a steeper decline in academic adjustment over time. Finally, among youth who reported high racial/ethnic socialization and high parent academic involvement, public regard was not associated with either the intercept or the slope of academic adjustment. Thus, the combination of high racial/ethnic socialization and parent academic involvement may protect youths' academic motivation and performance from the negative effects of believing the public has low opinions of one's racial/ethnic group. Implications for protecting Black and Latino youths' academic outcomes from decline during middle school are discussed. (Contains 7 tables, 2 footnotes and 3 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10