Warner School of Education & Human Development, University of Rochester, Rochester, New York, USA.
Department of Psychology, School of Arts & Sciences, University of Rochester, Rochester, New York, USA.
J Res Adolesc. 2023 Dec;33(4):1407-1421. doi: 10.1111/jora.12887. Epub 2023 Sep 29.
The current study used survey data from 786 African American mother-adolescent (M = 12.29 years; 48% female) dyads to examine profiles of 7th-grade parental educational involvement and their associations with adolescents' 11th-grade academic performance, academic self-concept, and educational aspirations. Using latent profile analyses, four patterns emerged: (a) Low Involvers; (b) Helpers, Low Providers; (c) Providers, Low Helpers; and (d) More Involved Helpers and Providers. The More Involved Helpers and Providers had adolescents with higher grades than the Helpers, Low Providers and the Low Involvers. The Providers, Low Helpers also had adolescents with higher educational aspirations than other profiles except for the More Involved Helpers and Providers. Findings suggest multiple pathways through which African American parents can enhance adolescents' academic outcomes.
本研究使用了 786 对非裔美国母子（M=12.29 岁；48%为女性）的调查数据，探讨了 7 年级父母教育参与的模式及其与青少年 11 年级学业成绩、学业自我概念和教育期望的关系。通过潜在剖面分析，出现了四种模式：（a）低参与度者；（b）帮助者，低提供者；（c）提供者，低帮助者；以及（d）更多参与的帮助者和提供者。与其他模式相比，更多参与的帮助者和提供者的孩子成绩更高，帮助者、低提供者和低参与度者的孩子成绩更低。与其他模式相比，提供者、低帮助者的孩子也有更高的教育期望，除了更多参与的帮助者和提供者。研究结果表明，非裔美国父母可以通过多种途径来提高青少年的学业成绩。
