Academic socialization, parental educational expectations, and academic self‐efficacy among Latino adolescents

Abstract

This study examined the direct association between parental educational expectations and adolescents' academic selfefficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent-adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%).Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic selfefficacy and perceptions of their parents' educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics.The results suggest that, after accounting for parents' level of education and immigrant status, parental educational expectations were positively associated with adolescent academic selfefficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families. K E Y W O R D S academic self-efficacy, academic socialization, educational expectations, Latino adolescents, parent-school involvement Psychol Schs. 2019;56:483-496. wileyonlinelibrary.com/journal/pits | 493 | ConclusionOur study helps to advance the understanding of the various ways in which parents' messages might promote adolescents' academic success within a sample of Latino parent-adolescent dyads. The examination of these processes helps to identify promising influences on Latino adolescents' academic achievement. This study sheds light on how these varying types of messages impact outcomes and calls for a more nuanced approach to explore different types of academic socialization messages. It also holds promise in that it can help researchers devise strategies to positively influence Latino youths' academic outcomes. ORCIDFernanda L. Cross

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