Thesis

Maternal and paternal influences on academic engagement and grades in Latino adolescents.

The purpose of this study was to examine the relationship between parental qualities (i.e., parent education level, parent educational aspirations for their child, parental support, and parental monitoring) and adolescents' academics. Using survey data from 363 Latino adolescents (Mage = 14.6 years) from one high school in Los Angeles, two separate path models where run to examine the contributions of perceived maternal and paternal qualities on indicators of adolescents' academic engagement, and in turn how academic engagement influenced adolescents' self-reported grades. In the path models for mothers and fathers, academic motivation and educational aspirations were positively related to grades, however academic efficacy was not significantly related to grades. Perceived monitoring and support from both parents were significantly and positively related to academic efficacy and academic motivation. Perceived educational aspirations by both parents were positively related to educational aspirations. Perceived maternal education level was positively related to educational aspirations.

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