Educational Goals, Parenting Practices and Adolescents’ Academic Achievement

Abstract

The present study examined linkages between educational goals, parenting practices (school involvement and monitoring) of single-mothers and single-fathers, and the academic achievement of their school-going adolescents. Additionally, it sought to examine the differences in educational goals and parenting practices between the single fathers and mothers, as well the parents' differential treatments toward their male and female adolescents. Through Single Mother Associations, we recruited 60 single mothers and snowball 30 single fathers for the study. We found that the parents differ only in terms of educational goals where single fathers had significantly lower goals compared to single mothers. In zero order correlational analyses, we discovered positive relationships between (1) parenting practices and academic achievement of adolescents from both families; (2) fathers' educational goals and their monitoring behaviors; and (3) mothers' educational goals and their school involvement, and monitoring behaviors. Findings from this study accentuate the importance of an active educational socialization process in diverse family settings to promote adolescents' educational success.

Stressors and well‐being in low socio‐economic statusMalaysian adolescents: The role of resilience resources

“…In the two available studies, Doshi (2005) found support for the moderating role of resilience resources (self-esteem, coping, competence, parenting behaviour, and social support) on the relationship between risk factor and family functioning as well as children's well-being. Baharudin, Chi and Sin (2010) investigated the effect of single parent families (treated as the risk factor) on their school-going adolescents and found a positive correlation between parenting practices and the academic achievement of adolescents. These two Malaysian studies, however, are limited because they relied on a single risk factor such as ineffective parenting or single-parent families.…”

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“…Kudrna et al (2010) found parallel results regarding the connection between social class and self-assessed intelligence, with participants of a high social class having significantly higher self-assessments when their social class was salient. Baharudin, Chi Yee, Sin Jing, and Zulkefly (2010) found that academic goals and academic achievement also varied based on location. These recent studies suggest that there may be some sort of urban/rural divide that may explain the results.…”

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