Hill Nancy E, Wang Ming-Te
Graduate School of Education, Harvard University.
Dev Psychol. 2015 Feb;51(2):224-35. doi: 10.1037/a0038367. Epub 2014 Dec 8.
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.
基于对1452名非裔美国人和欧裔美国青少年及其父母的纵向样本研究，七年级时的育儿方式（即监督、温暖和自主支持）通过对志向、学校参与度和平均绩点（GPA）的影响，对高中毕业后3年的大学入学率有显著的间接影响。所有这三种育儿方式都与八年级时的志向和行为参与度相关，其中两种育儿方式与情感（监督和温暖）和认知（自主支持和温暖）参与度相关。志向与参与度/GPA之间的相互关系很显著，尽管从八年级志向来的对十一年级参与度的影响比反向路径更强。仅在育儿方式上发现了种族差异：监督与非裔美国人的GPA和行为参与度有更强的关联，而自主支持与欧裔美国人的GPA有更强的关联。对于非裔美国父母来说，需要一种微妙的平衡，以获取更高水平监督对提高GPA和行为参与度的益处，以及自主支持对培养志向和认知参与度的益处。父母的温暖对支持不同种族的志向、参与度和成就同样有益。
