Work Valence as a Predictor of Academic Achievement in the Family Context

Autor/inn/en	Porfeli, Erik; Ferrari, Lea; Nota, Laura
Titel	Work Valence as a Predictor of Academic Achievement in the Family Context
Quelle	In: Journal of Career Development, 40 (2013) 5, S.371-389 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845312460579
Schlagwörter	Socialization; Academic Achievement; Parent Influence; Parent Child Relationship; Gender Differences; Childhood Interests; Childhood Attitudes; Work Attitudes; Parents; Elementary School Students; Middle School Students; Path Analysis; Foreign Countries; Questionnaires; Italy + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Schulleistung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Geschlechterkonflikt; Work attitude; Arbeitshaltung; Eltern; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Pfadanalyse; Ausland; Fragebogen; Italien
Abstract	This study asserts a theoretical model of academic and work socialization within the family setting. The presumed associations between parents' work valences, children's work valences and valence perceptions, and children's academic interest and achievement are tested. The results suggest that children's perceptions of parents mediate the relationship between parents' and children's self-reported work valences and children's work valences are, in turn, associated with academic interest and achievement. The results also demonstrate the moderating role of gender, with an indication of parental socialization to work occurring within same-sex parent-child dyads that is not reflected in cross-sex dyads. Implications and limitations of this study are discussed with a special emphasis on the relatively weak association between parents' self-reported work valence and their children's perception of them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10