Longitudinal Linkages among Parents' Educational Expectations, Youth's Educational Expectations, and Competence in Mexican-origin Families.

Publisher: Kluwer Academic/Plenum Publishers Country of Publication: United States NLM ID: 0333507 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1573-6601 (Electronic) Linking ISSN: 00472891 NLM ISO Abbreviation: J Youth Adolesc Subsets: MEDLINE

Publication: 1999- : New York, NY : Kluwer Academic/Plenum Publishers
Original Publication: New York, Plenum Press.

Educational Status* ; Parent-Child Relations*; Mexican Americans/*education ; Mexican Americans/*psychology ; Parents/*psychology ; Students/*psychology; Adolescent ; Family ; Female ; Goals ; Humans ; Intergenerational Relations ; Longitudinal Studies ; Male ; Motivation

The contribution that parental educational expectations for youth and youth's perceptions of academic competence can have on youth's own educational expectations across early to late adolescence is not well-understood. In a sample of Mexican-origin families, the current study examined longitudinal (from early to late adolescence) associations among mothers, fathers, and youth's educational expectations, how youth's educational expectations were associated with perceived academic competence, and the potential mediating role of youth's perceived academic competence. Data from two-parent families which included one focal child (7th grade: N= 469; youth: M age  = 12.31, 50% female) at three waves (7th, 9th, and 11th grade) were utilized. Structural equation modeling and multi-group analysis were implemented to assess the study's goals. Results revealed significant associations among parents' 7th grade educational expectations and youth's 9th and 11th grade educational expectations. The findings also revealed three significant associations among youth's perceived academic competence and educational expectations between 7th and 11th grade. Specifically, youth's 7th grade perceived academic competence predicted youth's 9th grade educational expectations, youth's 7th grade educational expectations predicted youth's 9th grade perceived academic competence, and youth's 9th grade perceived academic competence predicted youth's 11th grade educational expectations. Multigroup analysis did not reveal gender differences for the associations tested. The findings highlight the long-term significance of parents' educational expectations on youth's educational expectations and underscore youth's academic competence, an individual level factor, as critical to consider for understanding educational expectations across adolescence for Mexican-origin youth.

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R01 AG060164 United States AG NIA NIH HHS; R01 DA017902 United States DA NIDA NIH HHS; U01 AG060164 United States AG NIA NIH HHS; R305B090007 Institute of Education Sciences

Keywords: Educational expectations; Fathers and mothers; Longitudinal effects; Mexican origin; Perceived academic competence

Date Created: 20191106 Date Completed: 20200729 Latest Revision: 20220323

20231215

PMC6992479

10.1007/s10964-019-01161-5

31686329