Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis

被引：12
作者：
Bowen, Gary L. [1 ]
Hopson, Laura M. [2 ]
Rose, Roderick A. [3 ]
Glennie, Elizabeth J. [4 ]
机构：
[1] Univ N Carolina, Sch Social Work, Chapel Hill, NC 27599 USA
[2] SUNY Albany, Sch Social Welf, Albany, NY 12222 USA
[3] Univ N Carolina, Carolina Inst Publ Policy, Chapel Hill, NC 27599 USA
[4] RTI Int, Educ Studies Div, Res Triangle Pk, NC 27709 USA
来源：
FAMILY RELATIONS | 2012年 / 61卷 / 02期
关键词：
academic achievement; evidence-based interventions; middle school; parent expectations; school success; social support; MIDDLE SCHOOL; EDUCATIONAL EXPECTATIONS; ADOLESCENT ACHIEVEMENT; GENDER-DIFFERENCES; RISK BEHAVIOR; ALCOHOL-USE; FAMILIES; NEIGHBORHOOD; INVOLVEMENT; PEERS;
D O I：
10.1111/j.1741-3729.2011.00695.x
中图分类号：
D669 [社会生活与社会问题]; C913 [社会生活与社会问题];
学科分类号：
1204 ;
摘要：
Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel modeling and control for the influence of students' demographics, trouble avoidance, and perceived support from adults and peers, we found that students' perceptions of their parents' expectations of their school behavior had a small but positive and statistically significant influence on their math and reading scores approximately 3 years later. Implications for the implementation of evidence-based interventions in schools are discussed.
引用
收藏
页码：175 / 191
页数：17
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