Department of African American Studies, University of Maryland, 1119 Taliaferro Hall, College Park, MD, 20742, USA.
Kent School of Social Work, University of Louisville, Louisville, KY, USA.
J Youth Adolesc. 2020 May;49(5):1043-1056. doi: 10.1007/s10964-020-01217-x. Epub 2020 Apr 6.
Parental involvement in education has generally been shown to foster adolescent academic achievement, yet little is known about whether two important forms of parental involvement-how parents respond to academic underachievement and how parents provide cognitive stimulation in the home-are related to academic achievement for African American adolescents. This study uses two waves of data to evaluate whether these forms of parental involvement are related to future academic achievement for low-income African American adolescents and whether there are gender differences in these associations. African American mothers and adolescents (N = 226; 48% girls) were interviewed when adolescents were ages 14 and 16. Mothers of girls reported higher mean levels of punitive responses to grades than mothers of boys, but child gender did not moderate associations between parental involvement and academic achievement. Cognitive stimulation in the home was related to changes in academic achievement from 14 to 16 years of age, controlling for age 14 academic achievement. This study provides evidence that nonpunitive responses to inadequate grades and cognitive stimulation at home are linked to academic achievement among African American adolescents.
父母参与教育通常被证明可以促进青少年的学业成绩，但对于两种重要的父母参与形式——父母如何应对学业成绩不佳以及父母如何在家中提供认知刺激——是否与非裔美国青少年的学业成绩有关，知之甚少。本研究使用两波数据来评估这些形式的父母参与是否与低收入非裔美国青少年未来的学业成绩相关，以及这些关联是否存在性别差异。当青少年年龄分别为 14 岁和 16 岁时，对 226 名非裔美国母亲及其青少年（48%为女孩）进行了访谈。女孩的母亲报告说，对成绩的惩罚性反应的平均水平高于男孩的母亲，但孩子的性别并没有调节父母参与和学业成绩之间的关系。家庭中的认知刺激与从 14 岁到 16 岁的学业成绩变化有关，控制了 14 岁的学业成绩。本研究提供了证据表明，对成绩不佳的非惩罚性反应和家庭中的认知刺激与非裔美国青少年的学业成绩有关。
