The Longitudinal Relation Between Academic Support and Latino Adolescents’ Academic Motivation
Bibliographic Data
| ID | 6064417 |
|---|---|
| Authors | Edna C Alfaro (Texas State University, San Marcos, USA), Adriana J Umaña‐taylor (0000-0002-8618-0115, Arizona State University, Tempe, USA), Adriana J Umaña-Taylor |
| Year | 2015 |
| Volume | 37 |
| Issue | 3 |
| Pages | 319-341 |
| Publication date | 2015-08-01 |
| 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 | 10.1177/0739986315586565 |
| OpenAlex | W2135705283 |
| Language | EN |
| Citations received | 7 |
| References cited | 26 |
This study examined whether longitudinal trajectories of academic support from mothers, fathers, and teachers predicted trajectories of Latino adolescents’ ( N = 323) academic motivation. Findings indicated those boys’ perceptions of mothers’ and fathers’ academic support and girls’ perceptions of mothers’ academic support declined throughout high school. Furthermore, girls’ academic motivation increased significantly over time. Although neither boys’ nor girls’ trajectories of support predicted trajectories of academic motivation, initial levels of academic support predicted adolescents’ academic motivation in the ninth grade. Finally, girls who reported lower academic motivation during the ninth grade also tended to report steeper increases in academic motivation over time. Findings underscore the importance of examining the unique impact of academic support from multiple individuals in adolescents’ lives
Academic achievement · Academic skills · Developmental psychology · Longitudinal study · Mathematics education · Ninth · Perception · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Social Psychology · Youth Development and Social Support
Dedicado a Mi Familia ”
Construction And factorial validation of a short version of the Academic Motivation Scale
Longitudinal associations between parent degree/occupation, parent support, and adolescent motivational beliefs in STEM
Social-ecological pathways to school motivation and future orientation of African American adolescents in Chicago
A Mixed Methods Investigation into Latino Fathers’ Roles in Their Children’s Educational Expectations
Cross-Lagged Models of Mathematics Achievement and Motivational Factors Among Hispanic and Non-Hispanic High School Students
Ethnic Identity and Loneliness in Predicting Suicide Risk in Latino College Students
Student motivation in middle school
An introduction to latent growth curve modeling
Latent Motivational Change in an Academic Setting
Ecological systems theory.
The Vicissitudes of Autonomy in Early Adolescence
Motivation as an Enabler for Academic Success
Parent-School Involvement during the Early Adolescent Years
Gender Socialization in Latino/a Families
Academic Support by Significant Others and Educational Resilience in Mexican-Origin Ninth Grade Students From Intact Families
What Are We Doing to Early Adolescents? The Impact of Educational Contexts on Early Adolescents
Changes in adolescents' daily interactions with their families from ages 10 to 18
The development of competence in favorable and unfavorable environments
Latino Adolescents’ Ethnic Identity
The Academic Achievement of Adolescents from Immigrant Families
The Relationship of Language Brokering to Academic Performance, Biculturalism, and Self-Efficacy among Latino Adolescents
A New Scale to Measure Adolescent Reports of Academic Support by Mothers, Fathers, Teachers, and Friends in Latino Immigrant Families
The Relationship between Parenting, Acculturation, and Adolescent Academics in Mexican-Origin Immigrant Families in Los Angeles
Principles and Practice of Structural Equation Modeling
The Construct of Resilience
Experiences of Urban Youth Navigating the Transition to Ninth Grade
Gendered paths
| Citations per year | 0.78 |
|---|---|
| Citation span | 2017 - 2024 (8) |
| Highly cited | No |