Parental involvement in education is crucial during adolescence when grades decline and youth autonomy increases. This study examined parental involvement trajectories from 7th to 11th grade and explored whether individual and neighborhood characteristics affected this change. European American and African American (66 %) families participated (N = 1377, primary caregivers: 92 % female; adolescents: 51 % male, initial age range: 11-14). Results showed that, over time, parents reduced home- and school-based involvement but consistently engaged in academic socialization. Individual and neighborhood characteristics contributed differentially to parental involvement trajectories. These findings suggest that parental investment in adolescents' education persists during this critical developmental period, but individual and contextual differences impact the use of these strategies, which has implications for family-school partnerships and interventions.
Background Memory complaints and depressive symptoms are frequently associated in older adults and both serve as potential indicators of future cognitive decline. However, the temporal ordering of the development of these two symptoms remains unclear. The goal of the current study was to examine concurrent and temporal relationships between memory complaints and depressive symptoms in older adults. Methods Data were drawn from two longitudinal, nationally representative datasets and included cognitively intact older adults aged 65 and over. The datasets in the current study were from the National Health and Aging Trends Study (NHATS) and the Health and Retirement Study (HRS). Using an integrative analytic framework, we tested bidirectional temporal relationships between memory complaints (memory ratings and perceived memory decline) and depressive symptoms over 6 to 9 years of data in over 5000 older adults across these two samples. Results Across both datasets, perceived memory decline predicted future depressive symptoms whereas memory ratings did not. Additionally, results showed that at times when depressive symptoms tended to be higher, memory complaints were also higher, but depressive symptoms did not predict future memory complaints. One finding that was inconsistent across datasets was memory ratings predicting depressive symptoms. After accounting for covariates, this relationship was only significant in one dataset. Conclusions Cognitively intact older adults who report memory decline may be at risk for developing depressive symptoms in the future. Furthermore, our findings highlight the importance of using immediate replication of results across datasets to determine the generalizability of conclusions.
Assessment of self-reported cognition is critical to facilitate research on early AD symptoms. Findings from this study identify modifiable sources of response bias that may influence the measurement properties of currently used cognitive self-report items and can inform refinement of measures.
Parental involvement in education is an important determinant of youth's academic success. Yet, there is limited knowledge on how Latino parents' education-related involvement changes over time. Using data from a longitudinal study of 674 Mexican-origin families (mother-adolescent dyad; M of child at Wave 1=10.4, SD = 0.60), we examined trajectories of parental involvement from 5 to 11 grade and the effects of socio-cultural (e.g., family SES and acculturation) and contextual (e.g., neighborhood) factors on these trajectories. Results showed that mothers reduced two aspects of the educational involvement: home-based involvement and academic aspirations, but increased on a third aspect of involvement, resource seeking. Furthermore, family SES, acculturation, and neighborhood context were differentially associated with mothers' involvement at 5 grade and predicted changes in involvement across elementary and high school.
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