A parental involvement and academic socialization model: A cultural approach.

Haejung, Chun; Devall, Esther L.

doi:10.1037/spq0000330

Cited by 14 publications

(7 citation statements)

References 43 publications

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“…These findings are consistent with the findings of Meyer and Anderson (2000) that interpersonal groups' influence on the types of products and brands while influencing an individual's purchases is varied, with peers acting on the assumption that a purchase would enhance an individual's standing within the group and allowing preferences of the group to influence an individual's choice to purchase a good. The findings of Kiriinya (2017) and Chun and Devall (2019) were also corroborated by the results, which indicated that children learn about communicative fundamentals of consumption-such as social reasons and materialistic values-and effective consumption-such as attitudes and consumption styles-from their friends. Furthermore, results from H3 backed up Banik and Dhar (2021) research's.…”

Section: Discussionmentioning

confidence: 63%

“…Three females operating collectively within a household were found to have greater influence than three males. Male children did not have as much influence over family decisions as female children did (Chun & Devall, 2019;Mittal & Royne, 2010;Somasiri & Chandralal, 2018). Another study that focused on gender differences found that female adolescents were more likely than male adolescents to engage in socially desirable consumer behavior.…”

Section: Familymentioning

confidence: 95%

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Influence of Family, Peers, and Media on Children's Participation in the Family Buying Process

Muhammad

2022

REAL

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This study is intended to investigate the different socialization agents for the Pakistani children, who are playing a vital part in family purchasing decisions process. A quantitative research approach was performed in the shape of a survey along with questionnaire was filled to ascertain how the effects of the family, peers, and media on children's participation in family purchasing decisions. Study was conducted on Pakistani households with children aged 8 to 12, whether they had one child or more. The findings revealed a correlation between parent-child ties and children's ability to affect family purchasing decisions. Parent-child interactions, peer groups and media have a significant impact on children's decision-making about family purchases in Pakistan. Hence, it is determined that family purchase decision-making is a collaborative process in which both parents and children contribute, influence, and carry out a variety of roles. The study provides understandings for researchers who wish to comprehend the operation and the multiple factors influencing it, for marketeers who recognize a consumer segment within this group and who thus need to comprehend the factors influencing them, as well as for decision-makers who must ensure that learning occurs properly.

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Section: Discussionmentioning

confidence: 63%

Section: Familymentioning

confidence: 95%

Influence of Family, Peers, and Media on Children's Participation in the Family Buying Process

Muhammad

2022

REAL

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“…For example, the level of parental involvement reported by adolescents in the high start–fast decreasing trajectory displayed a decreasing trend from T 1 to T 3 . According to the academic socialization model (Chun & Devall, 2019; Taylor et al, 2004), parents with high involvement in their children's education may help their children (a) internalize academic motivations and aspirations and (b) map career paths, which in turn promote positive emotional, social, and academic development. Besides, this study also identifies school‐level teacher involvement as a facilitator of PYD.…”

Section: Discussionmentioning

confidence: 99%

Trajectories of positive youth development and promotive factors among adolescents during the transition to high school in China

Chai

Xiong

Lin

2023

J of Research on Adolesc

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Within the framework of positive youth development (PYD) and life course theory, this study was designed to examine patterns of PYD and promotive factors over the first semester of Chinese high school with a sample of 480 students (boys, 43.96%). The growth mixture model identified four trajectories of PYD, labeled high start-fast decreasing, high start-low decreasing, low start-low increasing, and mid-persistent. Results also showed that membership in a PYD trajectory is significantly related to three promotive factors: parental involvement, teacher involvement, and intentional self-regulation. These findings have important theoretical and practical insights for a deeper understanding of the underlying mechanisms of positive development in adolescents following the critical period surrounding the transition to high school. K E Y W O R D S high school, intentional self-regulation, parental involvement, positive youth development, school transition, teacher involvement | 565 TRAJECTORIES OF PYD DURING SCHOOL TRANSITION process of Chinese adolescents' transition to high school, therefore, has important practical implications.Most prior studies about school transition have focused on risk factors and negative developmental outcomes for youth, including victimization, depression, attendance, and school disengagement (Benner & Wang, 2014;Blossom et al., 2020;Monachino et al., 2021). In this deficit view, school transition was considered a fraught period. In contrast, the positive youth development (PYD) perspective has recently been taken to emphasize the manifest potentialities, strengths, and developmental assets of youth, shedding new light on promoting a positive school transition (Lerner et al., 2015). Consequently, within a framework of PYD and life course theory, this study was designed to examine the positive developmental trajectories and promotive factors associated with Chinese adolescents during the transition to high school. School transition from a positive development perspectiveTheoretically, based on the assumption of relative plasticity in human development, the PYD theorists have suggested that if adolescents' strengths (e.g., resilience) and their external assets (e.g., social support) are well aligned, then their positive developmental trajectory may be optimized even if they are currently struggling (Lerner, 2021;Lerner et al., 2015). Along these lines, speculating that adolescents with more developmental assets may achieve a positive and adaptive school transition is reasonable. Internationally, the indexing of PYD has been summarized as the Five Cs: competence, confidence, character, connection, and caring (Lerner et al., 2015). Its primary limitation, however, was the applicability of this measurement model in different cultures like Chinese culture (Chen et al., 2018). Although some researchers have tried to explore the structure of PYD in China, these studies were performed from an imported perspective instead of an indigenous one. For example, Shek and Ma (2010) and Shek et al. (2007) const...

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“…This research is especially significant in the context of low-income families or immigrant families who may lack time or social capital needed to participate in their children’s school activities (Hill et al, 2018). Research in low-income families has demonstrated the positive effects of home-based academic socialization behaviors such as talking to adolescents about the value of education and communicating high expectations for their educational attainment (Chun & Devall, 2019; Hill & Tyson, 2009; Suizzo et al, 2016).…”

Section: Parental Academic Socializationmentioning

confidence: 99%

Low-Income Adolescents’ Future Goals and Current Achievement: Parents as Sources of Resilience During the Transition to Middle School

Suizzo

Jackson

Nauman

2022

The Journal of Early Adolescence

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Adolescents growing up in low-income communities experience decreases in school engagement during their transition to middle school due to multiple stressors. Holding goals for their futures increases their resilience, yet research on the types of goals that are most beneficial and on parents’ influence on the formation of future goals is limited. This study investigated relations between parental academic socialization, adolescent goals, and adolescent achievement. An ethnically diverse sample of 319 students reported on their intrinsic and extrinsic future goals, current mastery goals, and parents’ academic socialization messages. Results showed that adolescents’ intrinsic future goals and current mastery goals mediated relations between parents’ messages about the importance of working hard to succeed in school and adolescents’ grades. Parents influence adolescents’ motivation and achievement by conveying messages about the value of learning, and adolescents with higher intrinsic future goals may view mastery and hard work as means of achieving those goals.

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A parental involvement and academic socialization model: A cultural approach.

Cited by 14 publications

References 43 publications

Influence of Family, Peers, and Media on Children's Participation in the Family Buying Process

Influence of Family, Peers, and Media on Children's Participation in the Family Buying Process

Trajectories of positive youth development and promotive factors among adolescents during the transition to high school in China

Low-Income Adolescents’ Future Goals and Current Achievement: Parents as Sources of Resilience During the Transition to Middle School

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