Kim Yeonwoo, Calzada Esther J, Barajas-Gonzalez R Gabriela, Huang Keng-Yen, Brotman Laurie M, Castro Ashley, Pichardo Catherine
School of Social Work, The University of Texas at Austin.
New York University School of Medicine.
J Educ Psychol. 2018 Jan;110(1):119-132. doi: 10.1037/edu0000192. Epub 2017 Mar 30.
Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino students were achieving in the average range as a whole, certain subgroups (e.g., Dominicans, boys) were at higher risk for underachievement. Results highlighted the protective role of authoritative parenting, which was associated with academic and social-emotional school readiness, both of which predicted higher achievement at the end of first grade. The role of and authoritarian parenting practices in academic achievement at first grade differed between Mexican and Dominican American families. Findings advance understanding of early achievement and parenting among Latino families from a cultural perspective.
早期学业成就已被证明可以预测高中结业情况，但针对拉丁裔学生早期学业成功的预测因素的研究却很少。本研究利用来自750个墨西哥裔和多米尼加裔美国家庭的纵向数据，检验了一种育儿与早期学业成就的文化模型。虽然拉丁裔学生总体上成绩处于平均水平，但某些亚群体（如多米尼加裔、男孩）成绩未达预期的风险更高。研究结果凸显了权威型育儿方式的保护作用，它与学业及社会情感方面的入学准备相关，而这两者都预示着一年级末会取得更高成就。墨西哥裔和多米尼加裔美国家庭中，专制型育儿方式在一年级学业成就方面所起的作用有所不同。这些发现从文化视角推进了对拉丁裔家庭早期成就和育儿方式的理解。
