The relations between parenting practices, parental support, internalization of parental educational values, and adolescent academic achievement /
In an effort to study the influence that non-cognitive
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1997.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=736824461&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | In an effort to study the influence that non-cognitive factors can have on adolescents' academic achievement outcomes, 329 students in the 6th, 7th, and 8th grades were asked to describe the amount of parental support, parental educational involvement, and parental monitoring they received. In addition, students were asked to rate how important they believed education to be for future outcomes, both on the personal (concrete educational ideologies) and general (abstract educational ideologies) levels. Further, to determine the impact that parental support, parental monitoring, and parental educational involvement had on the internalization of parental beliefs (Grusec & Goodnow, 1994) and children's ability to accurate estimate their parents' educational ideologies, 309 of these adolescents' parents were asked to report how important they believed education to be for their child's and the general populations future success. To determine how well adolescents understood parents' actual beliefs, students were also asked to estimate what they believed their parents abstract and concrete educational ideologies to be. Finally, sociocultural factors examined to determine if relationships between students' self-reported educational ideologies and achievement outcomes differed by ethnicity. In general, parental monitoring, parental educational involvement, and parental support were positively related to adolescent academic achievement. These three parenting practice were also generally related to children's endorsement of beliefs regarding the personal and general expected benefits of educational attainment that were similar to those of their parents (internalization) and the child's ability to accurately estimate parents' educational ideologies on both the abstract and concrete levels. The present findings support Mickelson's (1990) contention that experience with occupational and economical barriers may make minorities pessimistic that education will enhance their future prospects. These results support Mickelson's (1990) research describing the relation between minority individuals' perceived occupational and economic barriers and academic underachievement. |
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| Item Description: | Vita. "Major Subject: Psychology". |
| Physical Description: | xi, 90 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 49-54. |