Latino Parent Home-based Practices That Bolster Student Academic Persistence
Bibliographic Data
| ID | 6064046 |
|---|---|
| Authors | Jasmine A Mena (0000-0001-7707-7602, University of Rhode Island, Kingston, RI, corresponding author) |
| Year | 2011 |
| Volume | 33 |
| Issue | 4 |
| Pages | 490-506 |
| Publication date | 2011-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Hispanic Journal of Behavioral Sciences (JOURNAL) |
| Journal identifiers | ISSN: 0739-9863 • E-ISSN: 1552-6364 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0739986311422897 |
| OpenAlex | W1977721584 |
| Language | EN |
| Citations received | 22 |
| References cited | 39 |
Home-based parental involvement practices (i.e., educational encouragement, monitoring, and support) and their impact on students’ academic persistence were investigated with a sample of 137, ninth-grade Latino students in a northeast high school. Structural Equation Modeling results indicate that the relationship between home-based parental involvement activities and students’ intentions to complete the next school year is mediated by students’ school beliefs (i.e., perceptions of school responsiveness, school engagement-trouble, academic attitudes, and academic self-efficacy). Home-based parental involvement influences children’s attitudes and beliefs about school culminating in students’ intentions to persevere academically. This study addresses the common misperception that Latino parents are not involved in their children’s formal education. An important implication of this study is that parents can have an impact on students’ academic persistence even if they are not able to attend school-based activities
Academic achievement · Developmental psychology · Ninth · Parenting styles · Perception · Structural equation modeling · Diverse Education Studies and Reforms · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
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| Citations per year | 2 |
|---|---|
| Citation span | 2015 - 2024 (10) |
| Highly cited | No |