与学校行为、学业成绩和抱负相关的家长学业参与度：青少年时期的人口统计学差异
Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence.
作者信息
Hill Nancy E, Castellino Domini R, Lansford Jennifer E, Nowlin Patrick, Dodge Kenneth A, Bates John E, Pettit Gregory S
机构信息
Department of Psychology, Duke University, Durham, NC 27708-0085, USA.
出版信息
Child Dev. 2004 Sep-Oct;75(5):1491-509. doi: 10.1111/j.1467-8624.2004.00753.x.
A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds.
对463名青少年进行了一项纵向模型研究，该模型涉及家长的学业参与度、行为问题、学业成绩和抱负，研究对象从七年级（约12岁）一直跟踪到十一年级（约16岁）。七年级时家长的学业参与度与八年级的行为问题呈负相关，与十一年级的抱负呈正相关。不同父母教育水平和种族之间存在差异：在父母教育水平较高的群体中，家长的学业参与度与较少的行为问题相关，而行为问题又与学业成绩相关，进而与抱负相关。对于父母教育水平较低的群体，家长的学业参与度与抱负相关，但与行为或学业成绩无关。家长的学业参与度与非裔美国人的学业成绩呈正相关，但与欧裔美国人无关。在不同的社会人口背景下，家长的学业参与度可能会有不同的解读并服务于不同的目的。
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