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ERIC Number: EJ1096633
Record Type: Journal
Publication Date: 2016-May
Pages: 32
Abstractor: As Provided
ISSN: ISSN-0743-5584
Parents' School Satisfaction and Academic Socialization Predict Adolescents' Autonomous Motivation: A Mixed-Method Study of Low-Income Ethnic Minority Families
Suizzo, Marie-Anne; Jackson, Karen Moran; Pahlke, Erin; McClain, Shannon; Marroquin, Yesenia; Blondeau, Lauren A.; Hong, KyongJoo
Journal of Adolescent Research, v31 n3 p343-374 May 2016
In this mixed-methods study, we used an explanatory sequential design to investigate the processes through which parental involvement influences adolescents' achievement motivation. One hundred twenty low-income urban parents and their sixth-grade adolescents completed questionnaires, and a subsample of 11 mothers and 11 adolescents were interviewed. Parents' questionnaires measured their satisfaction with their childhood school experiences, their current academic socialization practices, and their educational aspirations for their adolescents. Adolescents' questionnaires measured their motivation to achieve to please their family and their autonomous motivation (internal locus of control and internalized value of learning). In Step 1, we conducted quantitative analyses to test two path models from parental school satisfaction to each adolescent autonomous motivation dimension. Results indicated that relations between parents' school satisfaction and their adolescents' autonomous motivation are fully mediated by parents' academic socialization practices and adolescents' motivation to achieve for their family. In Step 2, we coded interviews and identified themes to help explain how mothers' memories of their school satisfaction inform their parenting goals and practices, and how adolescents have internalized their parents' messages and are autonomously motivated to achieve.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A