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Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries
Special Education Department, Hashemite University, Zarqa (JOR); Abu Dhabi Early Childhood Authority, Abu Dhabi (ARE).ORCID iD: 0000-0003-1034-3026
Department of Psychology and Neuroscience, University of North Carolina Chapel Hill, Chapel Hill, NC (USA).ORCID iD: 0000-0003-2325-9333
Center for Child and Family Policy, Duke University, Durham, NC (USA).ORCID iD: 0000-0003-1956-4917
Sanford School of Public Policy, Duke University, Durham, NC (USA).ORCID iD: 0000-0001-5932-215X
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2024 (English)In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, p. 1-26Article in journal (Refereed) Epub ahead of print
Abstract [en]

An important question for parents and educators alike is how to promote adolescents’ academic identity and school performance. This study investigated relations among parental education, parents’ attitudes toward their adolescents’ school, parental support for learning at home, and adolescents’ academic identity and school performance over time and in different national contexts. Longitudinal data were collected from adolescents and their parents in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). When adolescents were 16 years old, their mothers (N = 1083) and fathers (N = 859) provided data. When adolescents were 17 years old, 1049 adolescents (50% girls) and their mothers (N = 1001) and fathers (N = 749) provided data. Multiple-group path analyses indicated that, across cultures, higher parent education was associated with better adolescent school performance. Parents’ attitudes toward their adolescents’ school and parent support for learning in the home were not associated with adolescents’ school performance but were associated with academic identity. The findings suggest somewhat different pathways to school performance versus academic identity. Implications for helping parents and educators in different countries promote adolescents’ academic identity and achievement are discussed.

Place, publisher, year, edition, pages
2024. p. 1-26
Keywords [en]
Parents’ learning support · Parents’ school attitude · Adolescent · Academic identity · School performance · Cross-cultural
National Category
Applied Psychology
Research subject
Child and Youth studies
Identifiers
URN: urn:nbn:se:hv:diva-21468DOI: 10.1007/s10212-024-00827-4ISI: 001190234200001Scopus ID: 2-s2.0-85188346885OAI: oai:DiVA.org:hv-21468DiVA, id: diva2:1850346
Note

This research was funded by the Eunice Kennedy Shriver National Institute of Adolescent Health and Human Development grant RO1-HD054805 and Fogarty International Center grant RO3-TW008141. This research also was supported by National Institute on Drug Abuse (NIDA) grant P30 DA023026; the Intramural Research Program of the NIH/NICHD, USA; UNICEF; and an International Research Fellowship at the Institute for Fiscal Studies, London, UK, funded by the European Research Council under the Horizon 2020 research and innovation program (grant agreement no. 695,300-HKADeC-ERC-2015-AdG).

Available from: 2024-04-10 Created: 2024-04-10 Last updated: 2024-04-29Bibliographically approved

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Gurdal, SevtapSorbring, Emma

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Al-Hassan, Suha M.Duell, NatashaLansford, Jennifer E.Dodge, Kenneth A.Gurdal, SevtapLiu, QinLong, QianOburu, PaulPastorelli, ConcettaSkinner, Ann T.Sorbring, EmmaSteinberg, LaurenceTapanya, SombatTirado, Liliana Maria UribeYotanyamaneewong, SaengdueanAlampay, Liane PeñaBornstein, Marc H.Chang, LeiDeater-Deckard, KirbyDi Giunta, Laura
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