ERIC Number: EJ1069823
Record Type: Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Reference Count: 34
The Longitudinal Relation between Academic Support and Latino Adolescents' Academic Motivation
Alfaro, Edna C.; Umaña-Taylor, Adriana J.
Hispanic Journal of Behavioral Sciences, v37 n3 p319-341 Aug 2015
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.
Descriptors: Longitudinal Studies, Hispanic American Students, Student Motivation, Prediction, Grade 9, Mothers, Fathers, Parent Child Relationship, Teacher Student Relationship, Academic Achievement, Parent Participation, Student Characteristics, Helping Relationship, Questionnaires, Likert Scales, Parent Background, Educational Attainment, Statistical Analysis, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Academic Motivation Scale