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Parent involvement in the academic adjustment of Latino middle and high school youth: Teacher expectations and school belonging as mediators

Abstract A path model based in a theory of social capital was tested with Latino middle school ( n =195, 58% female, average 13.8 years of age) and high school students ( n =129, 64% female, average 16.8 years of age). Most participants (77%) were immigrants (predominantly from Mexico). Questionnair... Full description

Journal Title: Journal of adolescence (London England.), 2007, Vol.31 (4), p.469-483
Main Author: Kuperminc, Gabriel P
Other Authors: Darnell, Adam J , Alvarez-Jimenez, Anabel
Format: Electronic Article Electronic Article
Language: English
Subjects:
Quelle: Alma/SFX Local Collection
Publisher: Oxford: Elsevier Ltd
ID: ISSN: 0140-1971
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recordid: cdi_proquest_miscellaneous_69316144
title: Parent involvement in the academic adjustment of Latino middle and high school youth: Teacher expectations and school belonging as mediators
format: Article
creator:
  • Kuperminc, Gabriel P
  • Darnell, Adam J
  • Alvarez-Jimenez, Anabel
subjects:
  • Academic Achievement
  • Academic adjustment
  • Acculturation
  • Achievement
  • Adjustment
  • Adolescent
  • Age Factors
  • Attitude
  • Biological and medical sciences
  • Child
  • Cultural Capital
  • Culture
  • Educational psychology
  • Emigrants and Immigrants - psychology
  • Expectations
  • Female
  • Fundamental and applied biological sciences. Psychology
  • Hispanic Americans
  • Hispanic Americans - psychology
  • Humans
  • Latino youth
  • Male
  • Mexican Americans - psychology
  • Parent involvement
  • Parent-Child Relations
  • Parents
  • Parents & parenting
  • Pediatrics
  • Psychology. Psychoanalysis. Psychiatry
  • Psychology. Psychophysiology
  • Pupil and student. Academic achievement and failure
  • School belonging
  • Schools
  • Secondary school students
  • Self Concept
  • Social capital
  • Social Identification
  • Social Support
  • Teacher
  • Teacher expectations
  • Teachers
  • Youth
ispartof: Journal of adolescence (London, England.), 2007, Vol.31 (4), p.469-483
description: Abstract A path model based in a theory of social capital was tested with Latino middle school ( n =195, 58% female, average 13.8 years of age) and high school students ( n =129, 64% female, average 16.8 years of age). Most participants (77%) were immigrants (predominantly from Mexico). Questionnaires assessed student perceptions of parent involvement, school belonging, and academic competence. Teachers rated their expectations for student academic attainment and grades were obtained from school records. Perceived school belonging and teacher expectations mediated cross-sectional associations of parent involvement with academic adjustment. Links between parent involvement and academic adjustment were stronger for high school than middle school students. Middle school parent involvement was unrelated to teacher expectations and its indirect effect on school grades was non-significant. Future research should examine the link between middle school parent involvement and teacher expectations and its potential role in increasing Latino youths’ school success.
language: eng
source: Alma/SFX Local Collection
identifier: ISSN: 0140-1971
fulltext: fulltext
issn:
  • 0140-1971
  • 1095-9254
url: Link


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descriptionAbstract A path model based in a theory of social capital was tested with Latino middle school ( n =195, 58% female, average 13.8 years of age) and high school students ( n =129, 64% female, average 16.8 years of age). Most participants (77%) were immigrants (predominantly from Mexico). Questionnaires assessed student perceptions of parent involvement, school belonging, and academic competence. Teachers rated their expectations for student academic attainment and grades were obtained from school records. Perceived school belonging and teacher expectations mediated cross-sectional associations of parent involvement with academic adjustment. Links between parent involvement and academic adjustment were stronger for high school than middle school students. Middle school parent involvement was unrelated to teacher expectations and its indirect effect on school grades was non-significant. Future research should examine the link between middle school parent involvement and teacher expectations and its potential role in increasing Latino youths’ school success.
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subjectAcademic Achievement ; Academic adjustment ; Acculturation ; Achievement ; Adjustment ; Adolescent ; Age Factors ; Attitude ; Biological and medical sciences ; Child ; Cultural Capital ; Culture ; Educational psychology ; Emigrants and Immigrants - psychology ; Expectations ; Female ; Fundamental and applied biological sciences. Psychology ; Hispanic Americans ; Hispanic Americans - psychology ; Humans ; Latino youth ; Male ; Mexican Americans - psychology ; Parent involvement ; Parent-Child Relations ; Parents ; Parents & parenting ; Pediatrics ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; School belonging ; Schools ; Secondary school students ; Self Concept ; Social capital ; Social Identification ; Social Support ; Teacher ; Teacher expectations ; Teachers ; Youth
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abstractAbstract A path model based in a theory of social capital was tested with Latino middle school ( n =195, 58% female, average 13.8 years of age) and high school students ( n =129, 64% female, average 16.8 years of age). Most participants (77%) were immigrants (predominantly from Mexico). Questionnaires assessed student perceptions of parent involvement, school belonging, and academic competence. Teachers rated their expectations for student academic attainment and grades were obtained from school records. Perceived school belonging and teacher expectations mediated cross-sectional associations of parent involvement with academic adjustment. Links between parent involvement and academic adjustment were stronger for high school than middle school students. Middle school parent involvement was unrelated to teacher expectations and its indirect effect on school grades was non-significant. Future research should examine the link between middle school parent involvement and teacher expectations and its potential role in increasing Latino youths’ school success.
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