Parental Involvement and African American and European American Adolescents' Academic, Behavioral, and Emotional Development in Secondary School

Autor/inn/en	Wang, Ming-Te; Hill, Nancy E.; Hofkens, Tara
Titel	Parental Involvement and African American and European American Adolescents' Academic, Behavioral, and Emotional Development in Secondary School
Quelle	In: Child Development, 85 (2014) 6, S.2151-2168 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12284
Schlagwörter	Parent Participation; Parent Child Relationship; Affective Behavior; Correlation; Longitudinal Studies; Socioeconomic Status; Behavior Problems; Role; Ethnicity; Statistical Analysis; Middle School Students; High School Students; Emotional Adjustment; Student Adjustment; African American Students; White Students + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Affective disturbance; Active behaviour; Affektive Störung; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Rollen; Ethnizität; Statistische Analyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Emotionale Anpassung; Adjustment; Adaptation; African Americans; Afroamerikaner
Abstract	This study examined longitudinal trajectories of parental involvement across middle and high school, and how these trajectories related to adolescents' academic, behavioral, and emotional adjustment. In addition, ethnic and socioeconomic status differences in longitudinal associations and the potential moderating role of parental warmth were assessed. Longitudinal growth modeling technique was used to describe trajectories of different types of parental involvement and adolescent outcomes over 7th, 9th, and 11th grades (mean ages = 12.9, 14.3, and 17.2 years, respectively) on an ethnically and economically diverse sample of 1,400 adolescents (51% female, 56% African American, 39% European American, 5% others). Each aspect of parental involvement contributed differentially but significantly to adolescent outcomes. Finally, parental warmth moderated the associations between providing structure at home and adolescent grade point average and problem behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10