Department of Psychology, California State University Northridge, Northridge, CA 91330-8255, USA.
J Youth Adolesc. 2009 Feb;38(2):257-68. doi: 10.1007/s10964-008-9325-4. Epub 2008 Aug 20.
The purpose of this study was to add to the understanding of the effects of perceived parental engagement on adolescents' academic achievement in immigrant families. Self-report data were collected from 1,245 adolescents in immigrant families from four high schools in Los Angeles County. The sample characteristics follow: 13-16 years old (M = 14.5); 58.9% female, 41.1% male; 57.5% Latino; 40.6% 1st generation youth (i.e., foreign born), 59.4% 2nd generation youth. After controlling for parental educational attainment, parental engagement variables were indirectly related to grades through youths' academic engagement. Multigroup SEM indicated some differences between genders, generational statuses, and ethnicities (Latinos versus others). Adolescents' perceptions of monitoring by mothers and fathers were indirectly related to grades through academic engagement. Perceived educational advice by mothers was indirectly related to grades through academic engagement for non-Latinos, boys, and 2nd generation youth. Perceived mothers' schoolwork help was positively related to adolescents' academic engagement in all the models (except 2nd generation youth), yet fathers' schoolwork help was significant only for girls and 2nd generation youth.
本研究旨在增进对感知到的父母参与对移民家庭青少年学业成就影响的理解。从洛杉矶县四所高中的 1245 名移民家庭青少年那里收集了自我报告数据。样本特征如下：13-16 岁（M=14.5）；58.9%女性，41.1%男性；57.5%拉丁裔；59.4%为第二代青年（即出生在国外），40.6%为第一代青年。在控制了父母教育程度后，父母参与变量通过青少年的学业参与与成绩呈间接关系。多组 SEM 表明，性别、代际地位和种族（拉丁裔与其他族裔）之间存在一些差异。青少年对父母的监督的看法通过学业参与与成绩呈间接关系。母亲的教育建议与成绩呈间接关系，通过学业参与与成绩呈间接关系，而非拉丁裔、男孩和第二代青年。母亲对学业的帮助与青少年的学业参与呈正相关，在所有模型中（除了第二代青年），而父亲的学业帮助仅对女孩和第二代青年有意义。
