Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries

• Suha M. Al-Hassan ^[1] ; Natasha Duell ^[12] ; Jennifer E. Lansford ^[2] ; Kenneth A. Dodge ^[2] ; Sevtap Gurdal ^[3] ; Liu Qin ^[4] ; Long Qian ^[2] ; Paul Oburu ^[5] ; Concetta Pastorelli ^[13] ; Ann T. Skinner ^[2] ; Emma Sorbring ^[3] ; Laurence D. Steinberg ^[6] ; Sombat Tapanya ^[7] ; Liliana Maria Uribe Tirado ^[8] ; Saengduean Yotanyamaneewong ^[7] ; Liane Peña Alampay ^[9] ; Dario Bacchini ^[14] ; Marc H. Bornstein ^[15] ; Lei Chang ^[10] ; Kirby Deater-Deckard ^[11] ; Laura Di Giunta ^[13]
  1. [1] Hashemite University

     Hashemite University

     Jordania

     
  2. [2] Duke University

     Duke University

     Township of Durham, Estados Unidos

     
  3. [3] University West

     University West

     Suecia

     
  4. [4] Chongqing Medical University

     Chongqing Medical University

     China

     
  5. [5] Maseno University

     Maseno University

     Kenia

     
  6. [6] Temple University

     Temple University

     City of Philadelphia, Estados Unidos

     
  7. [7] Chiang Mai University

     Chiang Mai University

     Tailandia

     
  8. [8] St. Bonaventure University

     St. Bonaventure University

     Town of Allegany, Estados Unidos

     
  9. [9] Ateneo de Manila University

     Ateneo de Manila University

     Quezon City, Filipinas

     
  10. [10] University of Macau

      University of Macau

      RAE de Macao (China)

      
  11. [11] University of Massachusetts System

      University of Massachusetts System

      City of Boston, Estados Unidos

      
  12. [12] University of North Carolina Chapel Hill
  13. [13] Università di Roma “La Sapienza”
  14. [14] University of Naples “Federico II”
  15. [15] Eunice Kennedy Shriver National Institute of Adolescent Health and Human Development

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• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 39, Nº 4, 2024, págs. 3841-3866
• Idioma: inglés
• DOI: 10.1007/s10212-024-00827-4
• Texto completo no disponible (Saber más ...)
• Resumen

  • An important question for parents and educators alike is how to promote adolescents’ academic identity and school performance. This study investigated relations among parental education, parents’ attitudes toward their adolescents’ school, parental support for learning at home, and adolescents’ academic identity and school performance over time and in different national contexts. Longitudinal data were collected from adolescents and their parents in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). When adolescents were 16 years old, their mothers (N = 1083) and fathers (N = 859) provided data. When adolescents were 17 years old, 1049 adolescents (50% girls) and their mothers (N = 1001) and fathers (N = 749) provided data. Multiple-group path analyses indicated that, across cultures, higher parent education was associated with better adolescent school performance. Parents’ attitudes toward their adolescents’ school and parent support for learning in the home were not associated with adolescents’ school performance but were associated with academic identity. The findings suggest somewhat different pathways to school performance versus academic identity. Implications for helping parents and educators in different countries promote adolescents’ academic identity and achievement are discussed.

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