Bravo Diamond Y, Toomey Russell B, Umaña-Taylor Adriana J, Updegraff Kimberly A, Jahromi Laudan B
Arizona State University.
Kent State University.
Int J Behav Dev. 2017 Mar;41(2):165-174. doi: 10.1177/0165025415616199. Epub 2015 Nov 22.
Pregnant and parenting adolescents are at significant risk for educational underachievement. Educational expectations play a critical role for understanding subsequent educational attainment; yet, limited empirical attention has been given to changes in educational expectations across the transition to parenthood among adolescent mothers. This longitudinal study explored stability and change in educational expectations across the transition to parenthood among 191 first-time pregnant Mexican-origin adolescents ( = 16.76, = .98). The current study also examined how several contextually relevant risk and protective factors were associated with differential patterns of educational trajectories across this transition and subsequent educational attainment. Latent class growth analyses revealed three educational expectation trajectories: low and stable (< high school degree), moderate and increasing (≈ associate degree), and high and increasing (≈ bachelor's degree). Adolescent mothers in the low and stable group encountered several educational risk factors that partially explained their probability of membership in this trajectory and subsequent lower attainment. Conversely, probability of membership in the high and increasing expectations class was partially explained by adolescents' on-track school status at the time of pregnancy and their mother figures' educational expectations for their pregnant daughters. These findings have implications for understanding the malleable factors that help to explain why some adolescent mothers describe consistently high educational expectations and subsequent higher attainment, while others do not.
怀孕及育有子女的青少年面临学业成绩不佳的重大风险。教育期望对于理解后续的教育成就起着关键作用；然而，对于青少年母亲在过渡到为人父母的过程中教育期望的变化，实证研究的关注有限。这项纵向研究探讨了191名首次怀孕的墨西哥裔青少年（平均年龄=16.76岁，标准差=0.98）在过渡到为人父母过程中教育期望的稳定性和变化。本研究还考察了几个与背景相关的风险和保护因素如何与这一过渡期间不同的教育轨迹模式以及随后的教育成就相关联。潜在类别增长分析揭示了三种教育期望轨迹：低且稳定（<高中学历）、中等且上升（≈副学士学位）、高且上升（≈学士学位）。低且稳定组的青少年母亲遇到了几个教育风险因素，这些因素部分解释了她们处于这一轨迹的可能性以及随后较低的学业成就。相反，处于高且上升期望类别的可能性部分由青少年怀孕时的学业进展状况以及她们母亲对怀孕女儿的教育期望来解释。这些发现对于理解有助于解释为何一些青少年母亲一直保持高教育期望并随后取得更高成就，而另一些则不然的可塑性因素具有启示意义。
