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  • Al-Hassan, Suha M.Special Education Department, Hashemite University, Zarqa (JOR); Abu Dhabi Early Childhood Authority, Abu Dhabi (ARE) (författare)

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

  • Artikel/kapitelEngelska2024

Förlag, utgivningsår, omfång ...

  • 2024
  • 2024
  • printrdacarrier

Nummerbeteckningar

  • LIBRIS-ID:oai:DiVA.org:hv-21468
  • https://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-21468URI
  • https://doi.org/10.1007/s10212-024-00827-4DOI

Kompletterande språkuppgifter

  • Språk:engelska
  • Sammanfattning på:engelska

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  • Ämneskategori:ref swepub-contenttype
  • Ämneskategori:art swepub-publicationtype

Anmärkningar

  • This research was funded by the Eunice Kennedy Shriver National Institute of Adolescent Health and Human Development grant RO1-HD054805 and Fogarty International Center grant RO3-TW008141. This research also was supported by National Institute on Drug Abuse (NIDA) grant P30 DA023026; the Intramural Research Program of the NIH/NICHD, USA; UNICEF; and an International Research Fellowship at the Institute for Fiscal Studies, London, UK, funded by the European Research Council under the Horizon 2020 research and innovation program (grant agreement no. 695,300-HKADeC-ERC-2015-AdG).
  • 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.

Ämnesord och genrebeteckningar

Biuppslag (personer, institutioner, konferenser, titlar ...)

  • Duell, NatashaDepartment of Psychology and Neuroscience, University of North Carolina Chapel Hill, Chapel Hill, NC (USA) (författare)
  • Lansford, Jennifer E.Center for Child and Family Policy, Duke University, Durham, NC (USA) (författare)
  • Dodge, Kenneth A.Sanford School of Public Policy, Duke University, Durham, NC (USA) (författare)
  • Gurdal, Sevtap,1976-Högskolan Väst,Avd för utbildningsvetenskap och språk,FBU(Swepub:hv)ksgu (författare)
  • Liu, QinDepartment of Maternal and Child Health & Adolescent Health, Chongqing Medical University, Chongqing (CHN) (författare)
  • Long, QianGlobal Health Research Center, Duke University, Kunshan (CHN) (författare)
  • Oburu, PaulDepartment Of Educational Psychology, Maseno University, Maseno (KEN) (författare)
  • Pastorelli, ConcettaDepartment of Psychology, Università di Roma “La Sapienza”, Rome (ITA) (författare)
  • Skinner, Ann T.Center for Child and Family Policy, Duke University, Durham, NC (USA) (författare)
  • Sorbring, Emma,1972-Högskolan Väst,Avdelningen för psykologi, pedagogik och sociologi,FBU(Swepub:hv)ises (författare)
  • Steinberg, LaurenceDepartment of Psychology, King Abdulaziz University, Jeddah (SAU) (författare)
  • Tapanya, SombatDepartment of Family Medicine, Chiang Mai University, Chiang Mai (THA) (författare)
  • Tirado, Liliana Maria UribeDepartment of Psychology, Universidad de San Buenaventura, Medellin (COL) (författare)
  • Yotanyamaneewong, SaengdueanDepartment pf Psychology, Chiang Mai University, Chiang Mai (THA) (författare)
  • Alampay, Liane PeñaDepartment of Psychology, Ateneo de Manila University, Manila (PHL) (författare)
  • Bacchini, DarioDepartment of Humanistic Studies, University of Naples “Federico II”, Naples (ITA) (författare)
  • Bornstein, Marc H.Eunice Kennedy Shriver National Institute of Adolescent Health and Human Development, UNICEF, and Institute for Fiscal Studies, Bethesda, MD (USA) (författare)
  • Chang, LeiDepartment of Psychology, University of Macau, Macau (CHN) (författare)
  • Deater-Deckard, KirbyDepartment of Psychological and Brain Sciences, University of Massachusetts, Amherst, Amherst, MA (USA) (författare)
  • Di Giunta, LauraDepartment of Psychology, Università di Roma “La Sapienza”, Rome (ITA) (författare)
  • Special Education Department, Hashemite University, Zarqa (JOR); Abu Dhabi Early Childhood Authority, Abu Dhabi (ARE)Department of Psychology and Neuroscience, University of North Carolina Chapel Hill, Chapel Hill, NC (USA) (creator_code:org_t)

Sammanhörande titlar

  • Ingår i:European Journal of Psychology of Education, s. 1-260256-29281878-5174

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