家长和教师的教育期望与青少年的学业表现：影响机制。
Parent and teacher educational expectations and adolescents' academic performance: Mechanisms of influence.
机构信息
Department of Human Development and Family Sciences, University of Texas at Austin, Austin, TX, USA.
Department of Family Sciences, University of Kentucky, Lexington, KY, USA.
出版信息
J Community Psychol. 2021 Sep;49(7):2679-2703. doi: 10.1002/jcop.22644. Epub 2021 Jul 4.
Abstract
The current study investigated how parents' and teachers' educational expectations both directly and indirectly shaped young people's academic outcomes in a nationally-representative sample of high school students (Education Longitudinal Study; N = 9654 adolescents). Higher parent and math teacher expectations in 10th grade were associated with better 12th grade math scores and higher grade point averages, math course-taking sequence, and educational attainment two years post-high school. High parent expectations generally magnified the particularly strong positive effects of high math teacher expectations, and there was some evidence of variation in links between adult expectations and outcomes by both student race/ethnicity and socioeconomic status. Parents' educational involvement at school, teacher-student relationships, and school-parent communication mediated the links between adult educational expectations and academic outcomes.
摘要
本研究在一个具有全国代表性的高中生样本（教育纵向研究；N=9654 名青少年）中，调查了父母和教师的教育期望如何直接和间接地影响年轻人的学业成绩。10 年级时父母和数学老师的较高期望与 12 年级时较高的数学成绩和较高的平均绩点、数学课程学习顺序以及高中毕业后两年的教育程度有关。高父母期望通常会放大高数学老师期望的特别强烈的积极影响，并且在成人期望与学生种族/族裔和社会经济地位的结果之间的联系方面存在一些差异。父母在学校的教育参与、师生关系和家校沟通中介了成人教育期望与学业成绩之间的联系。
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