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The influence of significant others' academic support on adolescent academic identity and educational aspirations in Latino youth
The purpose of this study is to investigate the influence of significant others' academic support on adolescents' academic identity and educational aspirations in Latino adolescents. Self-report data was collected from 164 Latino adolescents from one high school in the San Fernando Valley. The sample consisted of 44% males and 56% females, 14-16 years old (M= 15). The results of correlation and multiple regression analyses indicate that academic encouragement by the mothers, fathers, teachers, and peers was not significantly related to educational aspirations. However, academic encouragement by mothers, fathers, teachers, and peers was significantly related to the academic identity of males. Fathers' academic encouragement was not significantly related to female academic identity.