Parents and friends are important influences on adolescents’ academic outcomes. We examine whether and how adolescents’ social networks compensate for or enhance the effects of their parents’ education on academic outcomes. Among a large ethnoracially diverse sample of high school students in the Southwestern (
Parents and friends can help facilitate the academic engagement of newcomer immigrant youth during the early post‐migration years. Using an accelerated longitudinal design and the integrative risk and resilience framework, we examined how parent home involvement and friendships were directly and indirectly associated with the development of newcomer immigrant youths' academic engagement. We used data from three waves (Years 3–5) of the Longitudinal Immigrant Student Adaptation study where a culturally diverse group of immigrant youth (
- PAR ID:
- 10144330
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- International Journal of Psychology
- Volume:
- 55
- Issue:
- 5
- ISSN:
- 0020-7594
- Page Range / eLocation ID:
- p. 743-753
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract N = 2,136) and Midwestern (N = 1,055) United States, results from network autocorrelation models showed that higher levels of mother and father education were related to greater academic self‐efficacy and engagement and higher aspirations, expectations, and grade point averages at both schools. Friends’ parents’ education levels were positively associated with adolescents’ academic aspirations, expectations, and grade point averages across all of the models; higher levels of friends’ parents’ education were related to greater academic self‐efficacy across all models, except for mothers in the Southwest; and friends’ fathers’ education levels were positively related to adolescents’ academic engagement for students in the Midwestern school only. There were no significant interaction effects between parents’ and friends’ parents’ education levels in predicting academic outcomes. Differences in the distribution of parental education across ethnic‐racial groups shaped the implications of the model for adolescents’ academic adjustment. Findings highlight the impact of educational opportunity across generations in shaping academic inequities. -
Parents and adolescents often have discrepant views of parenting which pose challenges for researchers regarding how to deal with information from multiple informants. Although recent studies indicate that parent–adolescent discrepancies in reports of parenting can be useful in predicting adolescent outcomes, their findings are mixed regarding whether discrepancies relate to more positive or more negative adolescent outcomes. This study examined the longitudinal implications of parent–adolescent discrepancies in reports of parenting (warmth, monitoring, and reasoning) on adolescent behavioral, psychological, academic, and physical health outcomes among Mexican immigrant families in the United States. Participants were 604 adolescents (54% female, Mage.wave1 = 12.41 years) and their parents. Taking a person-centered approach, this study identified distinct patterns of parent–adolescent discrepancies in parenting and their different associations with later adolescent outcomes. Adolescents’ more negative perceptions of parenting relative to parents were associated with more negative adolescent outcomes, whereas adolescents’ more positive perceptions relative to parents related to more positive adolescent outcomes. There were also variations in discrepancy patterns and their associations with adolescent outcomes between mother–adolescent vs. father-adolescent dyads. Findings of the current study highlight individual variations of discrepancies among parent–adolescent dyads and the importance of considering both the magnitude and direction of discrepancies regarding their associations with adolescent well-being.more » « less
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