From Middle School to College: Developing Aspirations, Promoting Engagement, and Indirect Pathways from Parenting to Post High School Enrollment

Autor/inn/en	Hill, Nancy E.; Wang, Ming-Te
Titel	From Middle School to College: Developing Aspirations, Promoting Engagement, and Indirect Pathways from Parenting to Post High School Enrollment
Quelle	In: Developmental Psychology, 51 (2015) 2, S.224-235 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0038367
Schlagwörter	White Students; High School Students; Adolescents; Longitudinal Studies; Middle School Students; Parenting Styles; Academic Aspiration; College Readiness; Learner Engagement; Enrollment; Statistical Significance; Grade Point Average; Racial Differences; African American Students; Ethnicity; Statistical Analysis; Socioeconomic Status; Questionnaires; Structural Equation Models; Multivariate Analysis + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Einschulung; Rassenunterschied; African Americans; Afroamerikaner; Ethnizität; Statistische Analyse; Socio-economic status; Sozioökonomischer Status; Fragebogen; Multivariate Analyse
Abstract	Based on a longitudinal sample of 1,452 African American and European American adolescents and their parents, parenting practices (i.e., monitoring, warmth, and autonomy support) at 7th grade had significant indirect effects on college enrollment 3 years post high school, through their effects on aspirations, school engagement, and grade point average (GPA). All 3 parenting practices were related to aspirations and behavioral engagement at 8th grade, with 2 of the 3 parenting practices related to the emotional (monitoring and warmth) and cognitive (autonomy support and warmth) engagement. The reciprocal relations between aspirations and engagement/GPA were significant, although the effects from 8th aspirations to 11th engagement were stronger than the reverse path. Ethnic differences were found only for parenting practices: monitoring had stronger associations with GPA and behavioral engagement for African Americans, whereas autonomy support had stronger associations with GPA for European Americans. For African American parents, a delicate balance is needed to capture the benefits of higher levels of monitoring for promoting GPA and behavioral engagement "and" the benefits of autonomy support for developing aspirations and cognitive engagement. Parental warmth was equally beneficial for supporting aspirations, engagement, and achievement across ethnicity. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01