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01-09-2013 | Empirical Research

Parental Monitoring, Parental Warmth, and Minority Youths’ Academic Outcomes: Exploring the Integrative Model of Parenting

Auteurs: Katie Lowe, Aryn M. Dotterer

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 9/2013

Abstract

Guided by the integrative model of parenting, the present study investigated the relationship between parental monitoring and racial/ethnic minority adolescents’ school engagement and academic motivation as a function of parental warmth, and explored whether these associations varied for boys and girls. Participants (60 % female) were 208 sixth through eighth grade students (63 % African American, 19 % Latino, 18 % Multiracial) from an urban middle school in the Midwestern United States. Youth completed an in-school survey with items on parenting (parental monitoring, mothers’/fathers’ warmth), cognitive engagement (school self-esteem), behavioral engagement (school trouble), and academic motivation (intrinsic motivation). As hypothesized, mothers’ warmth enhanced the association between parental monitoring and youths’ engagement and motivation. No gender differences in these associations emerged. Fathers’ warmth strengthened the negative association between parental monitoring and school trouble, and this association was stronger for boys. Implications regarding the importance of sustaining a high level of monitoring within the context of warm parent–adolescent relationships to best support academic outcomes among minority youth are discussed.

vorige artikel Racial/Ethnic Differences in the Educational Expectations of Adolescents: Does Pursuing Higher Education Mean Something Different to Latino Students Compared to White and Black Students?

volgende artikel Not Just Robo-Students: Why Full Engagement Matters and How Schools Can Promote It

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Titel: Parental Monitoring, Parental Warmth, and Minority Youths’ Academic Outcomes: Exploring the Integrative Model of Parenting
Auteurs: Katie Lowe
Aryn M. Dotterer
Publicatiedatum: 01-09-2013
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 9/2013
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-013-9934-4

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