Family influences on school achievement in low-income, African American children.

Halle, Tamara; Kurtz‐Costes, Beth; Mahoney, Joseph L.

doi:10.1037/0022-0663.89.3.527

Cited by 205 publications

(193 citation statements)

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“…Parents with high aspirations for their children's academic attainment are likely to be committed to and highly involved with their children, which will typically enhance children's academic achievement (Halle et al, 1997). However, excessively high parental aspiration that exceeds realistic expectations of the children's performance (i.e., parental overaspiration) may lead to over-involvement, excessive pressure to achieve, and high levels of control over a child's behavior.…”

Section: Potential Negative Effects Of Parental Over-aspirationmentioning

confidence: 99%

Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics.

Murayama¹,

Pekrun²,

Suzuki³

et al. 2016

Journal of Personality and Social Psychology

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Publisher's copyright statement:c 2016 APA, all rights reserved. This article may not exactly replicate the nal version published in the APA journal. It is not the copy of record.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Author NotesThis research was supported by four grants from the German Research Foundation (DFG) (to R. Pekrun; Project for the Analysis of Learning and Achievement in Mathematics, PALMA; PE 320/11-1, PE 320/11-2, PE 320/11-3, PE 320/11-4). This research was also partly supported by the Marie Curie Career Integration Grant (CIG630680; to Kou Murayama) and JSPS KAKENHI (Grant Number 15H05401; to Kou Murayama). We thank the German Data Processing and Research Center (DPC) of the International Association for the Evaluation of Educational Achievement (IEA) for conducting the sampling and the assessments of the main study. We also thank Dr. Satoshi Usami (University of Tsukuba; University of Reading) and Child Development Group (CDG) at the University of Reading for helpful and insightful comments. Correspondence concerning this article should be addressed to Kou Murayama, School of Psychology and Clinical Language Sciences, University of Reading, Earley Gate, Whiteknights, Reading, UK, RG6 6AL. E-mail: k.murayama@reading.ac.uk. Running head: PARENTAL ASPIRATION 2 AbstractPrevious research has suggested that parents' aspirations for their children's academic attainment can have a positive influence on children's actual academic performance. Possible negative effects of parental over-aspiration, however, have found little attention in the psychological literature. Employing a dual-change score model with longitudinal data from a representative sample of German schoolchildren and their parents (N = 3,530; grades 5 to 10), we showed that parental aspiration and children's mathematical achievement were linked by positive reciprocal relations over time. Importantly, we also found that parental aspiration that exceeded their expectation (i.e., over-aspiration) had negative reciprocal relations with children's mathematical achievement. These results were fairly robust after controlling for a variety of demographic and cognitive variables such as children's gender, age, intelligence, school type, and family SES. The results were also replicated with an independent sample of US parents and their children. These findings suggest that unrealistically high parental aspiration can be detrimental for children's achievement.

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Section: Potential Negative Effects Of Parental Over-aspirationmentioning

confidence: 99%

Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics.

Murayama¹,

Pekrun²,

Suzuki³

et al. 2016

Journal of Personality and Social Psychology

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“…Additionally, parental involvement has been found to affect students' achievement-related beliefs, including their perceived competence and aspirations regarding academic achievement (Grolnick and Slowiaczek 1994). Of particular relevance to this review is evidence suggesting that parents who placed higher value on education and have higher expectations about their child's educational attainment tend to be more engaged in achievement-related activities, including reading to their children, sending them to extracurricular lessons, and monitoring their academic progress (Halle et al 1997;). …”

Section: High Parental Expectations Foster Parental Involvement In Scmentioning

confidence: 99%

Parental Expectations and Children's Academic Performance in Sociocultural Context

2010

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In this paper, we review research on parental expectations and their effects on student achievement within and across diverse racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity that moderate the relation between students' previous performance and parental expectations. Our review also indicates that the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority families than for European American families. We describe four mediating processes by which high parental expectations may influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article concludes with a discussion of educational implications as well as suggestions for future research.Keywords Parental expectations . Academic achievement . Education . Ethnicity . Race . Socioeconomic statusThe role of parental expectations in affecting children's academic progress has received substantial attention from psychologists and sociologists over the past half century. In general, parental expectations have been found to play a critical role in children's academic success. Students whose parents hold high expectations receive higher grades, achieve higher scores on standardized tests, and persist longer in school than do those whose parents hold relatively low expectations (Davis-Kean 2005;Pearce 2006;Vartanian et al. 2007). High parental expectations are also linked to student motivation to achieve in school, scholastic and social resilience, and aspirations to attend college (Hossler and Stage 1992;

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“…At present, 79% of African Americans aged 25 and over are high school graduates, which is double the percentage in 1970 (U.S. Census Bureau, 2000). However, as a group, African Americans continue to earn lower grades and to drop out of school in larger numbers than their White peers (Ensminger & Slusarcick, 1992;Garibaldi, 1992;Halle, Kurtz-Costes, & Mahoney, 1997; U.S. Census Bureau, 1997). And recent data suggest that the dropout rate for 16 -19-year-olds is twice as high in the city core as in the suburbs (Annie E. Casey Foundation, 2000).…”

mentioning

confidence: 99%

The decision of African American students to complete high school: An application of the theory of planned behavior.

Davis

Ajzen

Saunders

et al. 2002

Journal of Educational Psychology

232

142

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A longitudinal study explored high school completion among African Americans. Male and female high school students aged 14 to 17 (N ϭ 166) completed a theory of planned behavior (I. Ajzen, 1991) questionnaire early in their 2nd year. Intentions to complete the year were accurately predicted from attitudes, subjective norms, and perceived behavioral control (R ϭ .71; p Ͻ .01). Attitudes were related to beliefs about short-and long-term consequences; subjective norms reflected perceived expectations of family, teachers, and friends; and control considerations included requisite academic abilities, conflict with peers and teachers, and distracting life conditions. Intentions and, to a lesser extent, perceived behavioral control, predicted graduation almost 3 years later (R ϭ .50; p Ͻ .01). The findings indicate opportunities for early interventions.

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Family influences on school achievement in low-income, African American children.

Cited by 205 publications

References 64 publications

Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics.

Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics.

Parental Expectations and Children's Academic Performance in Sociocultural Context

The decision of African American students to complete high school: An application of the theory of planned behavior.

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