The relationship between parental educational support, academic motivation, and educational aspirations of first and second-generation Mexican-American adolescents

The purpose of this study is to examine protective factors of adolescent resiliency with a focus on educationally supportive parenting behaviors. It is a correlational study examining the effects of perceived academically supportive behaviors by parents (i.e. their monitoring behaviors, their involvement in school, their academic encouragement behaviors and their educational aspirations for their children) have on the academic motivation and educational aspirations of adolescents. Educational resiliency research is largely concerned with highlighting the malleable factors that increase resilience in adolescents from socially and economically disadvantaged backgrounds. Self-report data were collected from 376 first and second-generation Mexican-American high school students from one high school located in the San Fernando Valley of Los Angeles, California. A secondary data analysis was conducted using bivariate correlations and multiple regressions. Although the results indicated that generational status did not affect adolescents' perceptions about educational support from parents, all forms of support were significantly and positively correlated to both adolescent academic motivation and educational aspirations.