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05-07-2019 | Original Paper

Parent–Adolescent Communication and Social Impacts on Black American Adolescents’ Academic Well-Being

Auteurs: Kelli A. Hill, Debra D. Roberts

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 11/2019

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Abstract

Objective

This research sought to bring awareness to positive communication skills and social components that may be helpful with closing the persistent academic achievement gap between White and Black students in junior high school and high school. In underserved Black American populations it is often believed that parents have little communication concerning the need for educational attainment; however, there is some research to explain that Black American parents participate in much communication with their children pertaining to academic well-being.

Methods

Questionnaires were distributed to 167 adolescents, ages 11–19 years old, in sixth through twelfth grades. Once data were collected, we completed moderated-mediation analyses using the bootstrapping technique in Process.

Results

We found support for self-efficacy and social skills as mediators in the relationship between parent–adolescent communication (PAC) and academic performance. However, the findings were conditional for moderators, grade level and household make up. Results for self-efficacy and social skills were mixed for junior high school and high school in the relationship between PAC and academic performance. Furthermore, single parent homes revealed low amounts of self-efficacy and social skills as expected in the moderated-mediation.

Conclusion

Implications for the study suggest more direct PAC in the Black American community surrounding self-efficacy, social skills and academic performance in order to promote academic success.
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Metagegevens
Titel
Parent–Adolescent Communication and Social Impacts on Black American Adolescents’ Academic Well-Being
Auteurs
Kelli A. Hill
Debra D. Roberts
Publicatiedatum
05-07-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 11/2019
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-019-01497-3

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