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1.
Parental expectations have long been studied as a factor in increasing adolescent educational aspirations, often linking these expectations to parental level of education and involvement in academic endeavours. This study further explores this relationship in a statewide Midwestern sample of parents and their adolescent children. Regression analysis and independent samples t‐tests were used to predict adolescent aspirations and compare groups. Results suggest that adolescent educational aspirations can to some degree be predicted by parental expectations. Parents reported high expectations for their children despite low levels of personal educational attainment. However, these high expectations were buffered by a reported unfamiliarity with college requirements and an expressed concern about college affordability and limited awareness of financial aid opportunities. Limitations and suggestions for future research and intervention are discussed.  相似文献   

2.
The present study examined the role that adolescents’ dyslexia plays in their educational expectations, as well as their parents’ expectations concerning their offspring’s future education. To investigate this, 170 adolescents were asked to report their educational expectations on two occasions while they were still attending comprehensive school (in 7th and 9th grade). Forty-five of the 170 adolescents were diagnosed as having dyslexia. The adolescents’ mothers and fathers also filled in questionnaires concerning their educational expectations for their offspring. The results showed that parents of boys with dyslexia had lower expectations about their sons’ future education than parents of typically reading boys. However, parents of girls with dyslexia and parents of typically reading girls did not differ in this respect. Parents’ expectations also predicted the adolescents’ own educational expectations. Moreover, dyslexia was associated with boys’ academic achievement (GPA), which further predicted their educational expectations.  相似文献   

3.
Drawing on sociocultural and related theories, 4 questions examined career and educational aspirations and expectations among 24 immigrant Latina/o early adolescents and their parents as predictors of students’ grades. First, adolescents’ career aspirations and expectations were correlated, and both parents and adolescents held educational aspirations that exceeded their expectations. Second, most adolescents and parents held congruent educational aspirations. Third, congruence between students’ career and educational aspirations was uncommon. Fourth, parents’ educational aspirations and adolescents’ career–education congruence predicted students’ grades. Discussion highlights students’ ongoing reconciliation between aspirations and academic skills and multiple ways immigrant Latino parents contribute to their adolescents’ future.  相似文献   

4.
This study explored how discrepancies between parents' and adolescents' educational expectations influenced adolescents' achievement using a nationally representative, longitudinal sample of 14,041 students (14 years old at baseline). Actual discrepancies (i.e., those between parents' and adolescents' actual educational expectations) and perceived discrepancies (i.e., those between adolescents' perceptions of their parents' educational expectations and adolescents' own) were examined. Achievement was higher when parents actually held higher expectations than adolescents held or when adolescents perceived that their parents' expectations were lower than their own. In contrast, achievement was lower when parents actually held lower expectations than adolescents held or when adolescents believed that their parents' expectations exceeded their own. Implications for identifying adolescents at risk and promoting adaptive parent–child educational expectations are discussed.  相似文献   

5.
This study makes two contributions to the literature. First, it bridges the sociological discussion of social class habitus with psychological notions of adolescents’ educational expectations, locus of control, and self-concepts. Second, it empirically examines the relationships between early employed parental practices and expectations and adolescents’ dispositions using a recently available wave of data from a nationally representative sample of US students. The findings reveal that students from higher socioeconomic status families had more positive general and area-specific self-concepts, higher educational expectations, higher internal locus of control, and higher academic achievement, and higher parental educational expectations were positively associated with all studied outcomes. The findings provide only partial support for the effects of early parental practices and highlight the role of gender and race/ethnicity in shaping adolescents’ habitus.  相似文献   

6.
教育期望是个体、父母或教师对学习者未来教育水平的预期,对学业表现与个体发展影响巨大。大量研究忽视了父母和子女之间教育期望差异的普遍存在,而相关差异极易造成个体欠佳的行为表现。本文基于2014—2015年“中国教育追踪调查”数据,采用最小二乘回归(OLS)、倾向得分匹配(PSM)和Bootstrap法中介效应检验,探究亲子教育期望偏差对青少年学业成绩的影响及作用机制。研究发现:亲子教育期望偏差显著负向影响青少年的学业成绩。以强烈的“望子成龙”心愿为典型表现的上偏型亲子教育期望偏差并不合理,对学业成绩有显著负向影响,而下偏型亲子教育期望偏差与学业成绩之间不存在显著关系。心理压力、学业负担和负向情绪在上偏型亲子教育期望偏差和学业成绩之间起部分中介作用。与女生相比,男生的学业成绩更易受到上偏型亲子教育期望偏差的负向冲击。基于此,提出形成适度教育期望、增进亲子沟通交流等对策建议。  相似文献   

7.
This paper aims to investigate to what extent the growing presence of children with immigrant background in the Italian school system has an impact on the educational expectations of Italian students in eighth grade. Educational expectations are individuals’ plans for their future educational career, adjusted to the subjectively estimated probabilities of achieving a given outcome. Multilevel analyses are performed using data from ITAGEN2 (Italian Second Generation) survey, the first nationwide survey on natives, first- and second-generation immigrants. Results demonstrate that attending a school with a high proportion of children of immigrants has no impact on realistic expectations about secondary education. In addition, students attending schools with high level of interethnic integration are more prone to having high educational expectations.  相似文献   

8.
Abstract

A theoretically informed model in which the effects of negative junior high school experiences of mothers on the junior high school experiences of their children were examined. The model was estimated with the LISREL VIII program using panel data from 1,144 mother–adolescent child pairs. Mothers were first tested in 1971 when they were 7th graders, and both mothers and their children were subsequently interviewed in the 1990s. Results reveal the existence of a significant relationship between mothers' negative junior high school experiences and those of their children, which is partially mediated by family structure, mothers' educational attainment, and level of mothers' involvement in their children's school activities and interest in their progress at school.  相似文献   

9.
This study examines direct and indirect effects of family socioeconomic status (SES) and parental expectations on adolescents’ mathematics and problem-solving achievement in mainland China. SES here is composed of family wealth, home educational resources, and parental education. Over 5,000 ninth-grade students in 5 geographical districts of China participated in the study and were assessed by using the items adapted from the Programme for International Student Assessment (PISA). Results from structural equation modelling indicated that 2 components of SES – home educational resources and parental education – positively predicted parental expectations; however, the 3rd component – family wealth – negatively predicted parental expectations. Family wealth, parental education, and parental expectations significantly predicted mathematics achievement, and home educational resources, parental education, and parental expectations significantly predicted problem-solving achievement. The 3 components of SES also had significant indirect effects on both mathematics and problem-solving achievement through parental expectations, and the effect of family wealth was a suppression effect. These results were further discussed from Chinese cultural contexts.  相似文献   

10.
Abstract

The authors examined the degree to which parents' negative self-feelings affect the relationship between their educational attainment and the educational expectations they have for their adolescent children, as perceived by their children. In turn, they investigated the degree to which parents' negative self-feelings affect the relationship between their educational expectations for their adolescent children and the current academic achievement of those children. Results provide preliminary indications that parents' expectations for their children and the transmission of those expectations may be modified by how parents feel about themselves. Those modifying effects are explained in terms of both parents' and students' motivations and behaviors.  相似文献   

11.
This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.  相似文献   

12.
Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers’ beliefs about gender, education, and children's development. Qualitative analyses were conducted on in-depth interviews with 16 Japanese mothers with preschool children who participated in the research study for three years. The meaning of education differed depending on the children's gender and social class context. While there was a social class difference in mothers’ expectations of their daughters’ educational attainment, the majority of women in this study saw their daughters as caregivers of family members in the future. This study also demonstrates the dilemmas and mixed messages in women's narratives in relation to gender norms and the processes of raising their children.  相似文献   

13.
Discrimination concerns and parental expectations were examined as mediators of the relations between gender and parenting practices among 796 African American mothers of 11‐ to 14‐year‐olds from the Maryland Adolescent Development in Context Study. Mothers of sons had more concerns about racial discrimination impacting their adolescents' future, whereas mothers of daughters had more gender discrimination concerns. Racial discrimination concerns, but not gender discrimination concerns, were related to lower maternal academic and behavioral expectations. Maternal expectations were related to mothers' responsiveness, rule enforcement, monitoring, and parent–adolescent conflict. The relations between gender and parenting practices were partially explained through mothers' racial discrimination concerns and expectations. These findings demonstrate the importance of contextual factors on African American family processes.  相似文献   

14.
This study sought to extend the research on adolescents' hope, academic expectations, and average grades. The hope theory (Snyder, Psychological Inquiry 13(4):249–275, 2002), the salutogenic paradigm (with a focus on sense of coherence (SOC) (Antonovsky 1987)), and Bandura's (Journal of Management 38(1):9–44, 2012) social learning theory (with a focus on three self-efficacy (SE) constructs: academic SE, social SE, and emotional SE), were used as an integrated conceptual framework for predicting expected and actual academic performance. The sample consisted of 289 10th grade high school students (152 girls and 137 boys). The structural equation modeling (SEM) analysis provided support for the hypothesized modified model. The results demonstrated that hopeful thinking had a direct effect on grade expectations, which, in turn, predicted academic achievement. In addition, SOC, social SE, emotional SE, and academic SE were interrelated, but only emotional SE and SOC contributed directly to hope. Academic SE predicted effort, which also contributed to hope. Thus, the relations between students' investment of effort and actual grades were predicted indirectly through hopeful thinking and grade expectations. The implications for future research and the field of educational psychology of using hope, SOC, and SE as an integrated conceptual framework for predicting academic outcomes are discussed.  相似文献   

15.
Abstract

The heterogeneity of the contemporary Indian middle-class has been discussed widely. However, the effect of its internal differences on the distribution of educational resources needs to be examined systematically. Drawing upon in-depth interviews with parents in 53 middle-class families in Dehradun, India, this paper explores three aspects of the home-school relationship: how socioeconomic transformations shape parents’ aspirations for their children’s future, educational decisions parents make to realise those aspirations, and mothers’ engagement in their children’s everyday schooling. The tripartite analysis reveals that despite sharing common educational goals and strategies with the population in general, middle-class families in India use their class privilege to gain valuable educational resources. The paper argues that the discrepancy in the mobilisation of accumulated resources in the heterogeneous middle-class results in disparate educational advantages across families. It critiques the binary construction of social classes when explaining the processes of social reproduction in contemporary Indian society.  相似文献   

16.
通过对434名青少年的测查,探讨了父母支持、病理性互联网使用和孤独感的特点,以及孤独感在父母支持和病理性互联网使用关系中的中介作用。结果发现,"网络成瘾群体者"所占比例为3.23%;男生的父母支持水平高于女生,七年级的父母支持显著高于八年级和九年级;在病理性互联网使用上,男生的病理性互联网使用水平高于女生,六年级、七年级和八年级的病理性互联网使用水平均显著低于九年级;父母支持负向预测病理性互联网使用,孤独感在父母支持和病理性互联网使用之间起部分中介作用。  相似文献   

17.
When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:
  • 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
  • 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
  • 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
We used nationally representative data from about 10,000 U.S. public school 9th graders in the National Study of Learning Mindsets (NSLM) collected in 2015–2016—the most recent, national, longitudinal study of adolescents' mindsets in U.S. public schools. The sample was representative with respect to a large number of observable characteristics, such as gender, race, ethnicity, English Language Learners (ELLs), free or reduced price lunch, poverty, food stamps, neighborhood income and labor market participation, and school curricular opportunities. This allowed for generalization to the U.S. public school population and for the systematic investigation of school- and classroom-level contextual factors. The NSLM's complete sampling of students within schools also allowed for a comparison of students from different gender and socioeconomic groups with the same expectations in the same educational contexts. To analyze these data, we used the Bayesian Causal Forest (BCF) algorithm, a best-in-class machine-learning method for discovering complex, replicable interaction effects. Chapter IV examined the interplay of expectations, gender, and socioeconomic status (SES; operationalized with maternal educational attainment). Adolescents' expectations for success in math were meaningful predictors of their early math progress, even when controlling for other psychological factors, prior achievement in math, and racial and ethnic identities. Boys from low-SES families were the most vulnerable identity group. They were over three times more likely to not make adequate progress in math from 9th to 10th grade relative to girls from high-SES families. Boys from low-SES families also benefited the most from their expectations for success in math. Overall, these results were consistent with Mindset × Context Theory's predictions. Chapters V and VI examined the moderating role of school-level and classroom-level factors in the patterns reported in Chapter IV. Expectations were least predictive of math progress in the highest-achieving schools and schools with the most academically oriented peer norms, that is, schools with the most formal and informal resources. School resources appeared to compensate for lower levels of expectations. Conversely, expectations most strongly predicted math progress in the low/medium-achieving schools with less academically oriented peers, especially for boys from low-SES families. This chapter aligns with aspects of Mindset × Context Theory. A context that was not already optimally supporting student success was where outcomes for vulnerable students depended the most on student expectations. Finally, perceptions of classroom stereotyping mattered. Perceptions of gender stereotyping predicted less progress in math, but expectations for success in math more strongly predicted progress in classrooms with high perceived stereotyping. Gender stereotyping interactions emerged for all sociodemographic groups except for boys from high-SES families. The findings across these three analytical chapters demonstrate the value of integrating psychological and sociological perspectives to capture multiple levels of schooling. It also drew on the contextual variability afforded by representative sampling and explored the interplay of lab-tested psychological processes (expectations) with field-developed levers of policy intervention (school contexts). This monograph also leverages developmental and ecological insights to identify which groups of students might profit from different efforts to improve educational equity, such as interventions to increase expectations for success in math, or school programs that improve the school or classroom cultures.  相似文献   

18.
Abstract

Using national data, the author examined the influence of family and parenting variables on expectations regarding education. Demographic, family, and parenting variables were reported by adolescents and parents while the adolescents were seniors in high school, and educational expectations were reported by adolescents 2 years beyond high school. Socioeconomic status (SES) was most strongly related to educational expectations. Adolescents' perceptions of parents' personal involvement and parents' reports of their own behavior were both related to educational expectations. Also, both seemed to interact with SES. Variables quantifying the affective dimension of family relationships were only weakly related to educational expectations.  相似文献   

19.
Abstract

Data from the National Education Longitudinal Study of 1988 were used to investigate variables that predicted stability of adolescents' postsecondary educational expectations from Grade 8 to 2 years after high school. The study included students who had early expectations for at least a bachelor's degree as well as 8th-grade reading or mathematics test scores that were below the median. All participants had high early expectations and comparatively low early achievement. Six years later, approximately 76% of the participants still had high expectations, whereas 24% of them no longer expected to earn a bachelor's degree. Results provide support for the addition of variables to the social cognitive model of educational achievement when predicting long-term educational expectations and attainment.  相似文献   

20.
Learning disability (LD) designations may produce stigma by masking the real causes of learning differences, altering perceptions, and legitimizing stratification. This study uses data on adolescents and their teachers from The Education Longitudinal Study of 2002 to show the negative effect of LD designations on adolescents' math course attainment is partially mediated by disparities in adolescents' earlier math course placements, and teachers' more negative attributions and expectations. Results indicate addressing low achievement through LD designations may reproduce disadvantage through stigma and stratification.  相似文献   

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