Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement

Autor/inn/en	Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.
Titel	Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement
Quelle	In: Contemporary Educational Psychology, 38 (2013) 1, S.99-106 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2012.11.001
Schlagwörter	Identification (Psychology); Socialization; Academic Achievement; Males; African American Students; Minority Group Students; Middle School Students; Urban Schools; Parent Role; Parent Influence; Self Concept; Goal Orientation; Self Motivation; Achievement Need; Parent Student Relationship; Mediation Theory; Standardized Tests; Achievement Tests; Student Motivation; Student Attitudes; Correlation + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Schulleistung; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Parental role; Elternrolle; Selbstkonzept; Zielorientierung; Zielvorstellung; Mediationsverfahren; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulische Motivation; Schülerverhalten; Korrelation
Abstract	This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic identification would mediate the relationship between five forms of perceived parental academic socialization (future-oriented, teaching-oriented, effort-oriented, shame-oriented, and guilt-oriented) and achievement when controlling for prior achievement. We found confirmation for this effect among analyses involving "teaching," "future," and "guilt" forms of socialization. For "teaching," this effect was not present for Black boys. Direct effects indicated that "teaching" and "future" socialization was inversely related to student achievement, but when mediated by academic identification it was positive. "Guilt" was only related to achievement through academic identification. Results suggest the importance of the manner in which parental educational socialization is engaged. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10