Swipe om te navigeren naar een ander artikel
Parental educational involvement in primary and secondary school is strongly linked to students’ academic success; however; less is known about the long-term effects of parental involvement. In this study, we investigated the associations between four aspects of parents’ educational involvement (i.e., home- and school-based involvement, educational expectations, academic advice) and young people’s proximal (i.e., grades) and distal academic outcomes (i.e., educational attainment). Attention was also placed on whether these relations varied as a function of family socioeconomic status or adolescents’ prior achievement. The data were drawn from 15,240 10th grade students (50 % females; 57 % White, 13 % African American, 15 % Latino, 9 % Asian American, and 6 % other race/ethnicity) participating in the Education Longitudinal Study of 2002. We observed significant links between both school-based involvement and parental educational expectations and adolescents’ cumulative high school grades and educational attainment. Moderation analyses revealed that school-based involvement seemed to be particularly beneficial for more disadvantaged youth (i.e., those from low-SES families, those with poorer prior achievement), whereas parents’ academic socialization seemed to better promote the academic success of more advantaged youth (i.e., those from high-SES families, those with higher prior achievement). These findings suggest that academic interventions and supports could be carefully targeted to better support the educational success of all young people.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park: Sage.
Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown (Ed.), Knowledge, education, and cultural change (pp. 71–112). London: Tavistock.
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol 1, Theoretical models of human development (6th ed., pp. 793–828). Hoboken, NJ: Wiley.
DiMaggio, P. (1982). Cultural capital and school success: The impact of status culture participation on the grades of U.S. high school students. American Sociological Review, 47, 189–201. CrossRef
Elder, G. H., Jr. (1998). The life course and human development. In R. E. Lerner (Ed.), Volume 1: Theories of human development: Contemporary perspectives in William Damon (editor-in-chief), The handbook of child psychology (5th ed.), (pp. 939–991). New York: Wiley.
Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford Press.
Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96, 723–730. doi: 10.1037/0022-0622.214.171.1243. CrossRef
Epstein, J. L. (1987). Parent involvement: What research says to administrators. Education and Urban Society, 19, 119–136. CrossRef
Fry, R. (2013, September 24). The growing economic clout of the college educated. Retrieved July 28, 2015, from http://www.pewresearch.org/fact-tank/2013/09/24/the-growing-economic-clout-of-the-college-educated/.
Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development, 75, 1491–1509. doi: 10.1111/j.1467-8624.2004.00753.x. CrossRefPubMedPubMedCentral
Ingels, S. J., Planty, M., & Bozick, R. (2005). A profile of the American High School Senior in 2004: A first look—Initial results from the first follow-up of the Education Longitudinal Study of 2002 (ELS:2002) (NCES 2006–348). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Ingels, S. J., Pratt, D. J., Alexander, C. P., Jewell, D. M., Lauff, E., Mattox, T. L., & Wilson, D. (2014). Education Longitudinal Study of 2002 Third Follow-up Data File Documentation (NCES 2014-364). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Ingels, S. J., Pratt, D. J., Rogers, J. E., Siegel, P. H., & Stutts, E. S. (2004). Education Longitudinal Study of 2002: Base Year Data File User’s Manual (NCES 2004-405). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Institute of Medicine. (2014). Investing in the health and well-being of young adults. Washington, DC: The National Academies Press.
Kena, G., Aud, S., Johnson, F., Wang, X., Zhang, J., Rathbun, A., et al. (2014). The condition of education 2014 (NCES 2014-083). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Kim, D. H., & Schneider, B. (2005). Social capital in action: Alignment of parental support in adolescents’ transition to postsecondary education. Social Forces, 84, 1181–1206. CrossRef
Lareau, A. (2003). Unequal childhoods: Class, race and family life. Berkeley, CA: University of California.
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
OECD. (2014). PISA 2012 Results: What students know and can do—Student performance in mathematics, reading and science (Vol. I, Revised edition, February 2014), PISA, OECD Publishing. doi: 10.1787/9789264201118-en.
Reardon, S. F. (2011). The widening academic-achievement gap between the rich and the poor: New evidence and possible explanations. In R. M. Murname & G. J. Duncan (Eds.), Whither opportunity: Rising inequality, schools, and children’s life changes (pp. 91–116). Washington, DC: Brookings Institute.
Robinson, K., & Harris, A. L. (2014). The broken compass: Parental involvement with children’s education. Cambridge, MA: Harvard University Press. CrossRef
Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the achievement gap. Washington, DC: Economic Policy Institute.
Seginer, R. (1983). Parents’ educational expectations and children’s academic achievements: A literature review. Merrill-Palmer Quarterly, 29, 1–23.
Snyder, T. D., & Dillow, S. A. (2013). Digest of education statistics 2012 (NCES 2014-015). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Snyder, T. D., Dillow, S. A., & Hoffman, C. M. (2008). Digest of education statistics 2007 (NCES 2008-022). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
The White House, Office of the Press Secretary. (2013). FACT SHEET on the President’s plan to make college more affordable: A better bargain for the middle class [Press release]. Retrieved July 28, 2015, from https://www.whitehouse.gov/the-press-office/2013/08/22/fact-sheet-president-s-plan-make-college-more-affordable-better-bargain.
- Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status
Aprile D. Benner
Alaina E. Boyle
- Springer US