Family and School Socialization and Adolescent Academic Achievement: A Cross-National Dominance Analysis of Achievement Predictors

Stolz, Heidi E.; Barber, Brian K.; Olsen, Joseph A.; Erickson, Lance D.; Bradford, Kay; Maughan, Suzanne L.; Ward, Deborah

doi:10.4324/9780203725733-11

Cited by 4 publications

(5 citation statements)

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“…We therefore test two- and three-way interactions between (a) family routines, (b) family instability, and (c) youth’s gender and stage of development (e.g., pre-, early, middle, late adolescence). Finally, we regress outcome variables on important background variables including family structure, parent education, perceived school quality, mother–child closeness, and maternal depressive symptoms (Crosnoe & Elder, 2004; Forehand, McCombs, & Brody, 1987; Stolz et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

The Value of Family Routines for the Academic Success of Vulnerable Adolescents

Roche

Ghazarian

2011

Journal of Family Issues

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This study examined associations between mother reports of family routines and adolescent academic success. The authors used prospective data from "Welfare, Children, and Families: A Three City Study" (N = 1,147), a study of low-income urban youth and mothers. The vast majority of youth were African American (43%) or Latino (47%); youth were an average of 12-years-old at Time 1. Academic success was assessed by youth's selfreported grades, self-reported educational expectations, and standardized achievement scores. Results from structural equation models indicated that Time 1 family routines were associated with better academic success at Time 2, which, in turn, was associated with higher academic achievement and educational expectations at Time 3. Routines were less strongly associated with higher educational expectations and achievement when mothers reported more destabilizing family life events. Moderating effects of family instability varied by youth gender and whether youth were in earlier versus later phases of adolescence.

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Section: Discussionmentioning

confidence: 99%

The Value of Family Routines for the Academic Success of Vulnerable Adolescents

Roche

Ghazarian

2011

Journal of Family Issues

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“…One study supports this hypothesis. Psychological control negatively predicted adolescent boys’ but not girls’ achievement in Bangladesh and Palestine (Stolz et al, 2004).…”

Section: Parenting Styles and Student Achievement And Conductmentioning

confidence: 99%

“…One study supports this hypothesis. Psychological control negatively predicted adolescent boys' but not girls' achievement in Bangladesh and Palestine (Stolz et al, 2004). Pomerantz and Wang (2009) proposed that psychological control also may have different effects as the child moves from middle childhood to early adolescence, with a stronger negative effect of psychological control on achievement and conduct as the child becomes an adolescent and strives to become increasingly autonomous.…”

Section: Parenting Styles and Student Achievement And Conductmentioning

confidence: 99%

Maternal parenting styles, school involvement, and children’s school achievement and conduct in Singapore.

Stright¹,

Yeo²

2014

Journal of Educational Psychology

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Hope PsyCare, Singapore This study examined the roles of children's perceptions of matemal parenting styles (warmth, psychological control, and behavioral control) and matemal involvement in school-focused parenting practices (home-based involvement, home-school conferencing, and school-based involvement) predicting children's school achievement and conduct in Singapore. Students (N = 712) in 3rd, 4th, 5th, and 6th grades completed questionnaires on their mothers' parenting styles and school-focused parenting practices. Student achievement and conduct were assessed using achievement tests and conduct grades. Achievement was predicted by parenting styles (warmth, behavioral control, and psychological control) after adjusting for gender, grade, ethnicity, and matemal education. School-focused parenting practices predicted achievement and conduct after adjusting for parenting styles. Parenting styles moderated the relationships among parenting practices and achievement and conduct. Matemal warmth increased the relationship between maternal school-based involvement and children's achievement. In addition, behavioral control increased the relationship between home-based involvement and appropriate school conduct. Gender and grade also moderated the relationships among parenting styles and school involvement and achievement. The relationship between warmth and achievement was stronger for girls than boys, whereas there was a stronger relationship between home-based school involvement and achievement for boys than for girls. Warmth predicted achievement in 3rd grade but not in the older grades. Overall, the findings provide support for the hypothesis that school-focused parenting practices predict achievement and conduct after adjusting for parenting styles and for the hypothesis that parenting styles moderate parenting practices.

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“…Higher parental behavioural control has been linked to higher academic achievement (e.g. Steinberg, Elmen and Mounts, 1989;Gray and Steinberg, 1999;Bean et al, 2003;Stolz et al, 2004), lower internal distress (Gray and Steinberg, 1999) and higher psychological development (e.g. Barber, Olsen and Shagle, 1994;Gray and Steinberg, 1999;Bean et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…For example, several studies found no relationship between parental behavioural control and academic achievement (Bean et al, 2003;Bean, Barber and Crane, 2006), some found a positive relationship (e.g. Stolz et al, 2004) and some found a negative relationship (Steinberg, Elmen and Mounts, 1989). Such discrepancies in fi ndings are often due to moderators that might operate to alter the relationship between the predictors and the outcome.…”

Section: Introductionmentioning

confidence: 99%

Parental Behavioural Control and Academic Achievement: Striking the Balance between Control and Involvement

Kramer

2012

Research in Education

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Family and School Socialization and Adolescent Academic Achievement: A Cross-National Dominance Analysis of Achievement Predictors

Cited by 4 publications

References 1 publication

The Value of Family Routines for the Academic Success of Vulnerable Adolescents

The Value of Family Routines for the Academic Success of Vulnerable Adolescents

Maternal parenting styles, school involvement, and children’s school achievement and conduct in Singapore.

Parental Behavioural Control and Academic Achievement: Striking the Balance between Control and Involvement

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