Longitudinal Associations Between Academic Descriptive and Injunctive Norms and Adolescent Achievement

IF 1.2 4区心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-08-07 DOI:10.13110/merrpalmquar1982.67.2.0149

Mylien T. Duong, D. Badaly, A. Ross, D. Schwartz

{"title":"Longitudinal Associations Between Academic Descriptive and Injunctive Norms and Adolescent Achievement","authors":"Mylien T. Duong, D. Badaly, A. Ross, D. Schwartz","doi":"10.13110/merrpalmquar1982.67.2.0149","DOIUrl":null,"url":null,"abstract":"Abstract:Previous research has shown that adolescent peer groups play a role in maintaining and exacerbating demographic differences in achievement. However, there is still limited knowledge about the malleable factors that contribute to these achievement disparities. This short-term longitudinal study examined one such malleable factor—namely, perceived norms. Participants were 710 Asian American and Hispanic/Latino students in Grades 9 and 10 followed over 1 year. Normative perceptions and academic engagement were measured with adolescent self-report. Grade-point averages and standardized test scores were obtained from school records. Path analyses showed that injunctive norms (perception of the acceptability of academic effort), but not descriptive norms (perception of peers’ typical academic effort), significantly accounted for racial/ethnic group differences in self-reported engagement and standardized test scores. This study indicates that perceived norms may contribute to racial/ethnic differences in educational outcomes.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2021-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.13110/merrpalmquar1982.67.2.0149","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

Abstract:Previous research has shown that adolescent peer groups play a role in maintaining and exacerbating demographic differences in achievement. However, there is still limited knowledge about the malleable factors that contribute to these achievement disparities. This short-term longitudinal study examined one such malleable factor—namely, perceived norms. Participants were 710 Asian American and Hispanic/Latino students in Grades 9 and 10 followed over 1 year. Normative perceptions and academic engagement were measured with adolescent self-report. Grade-point averages and standardized test scores were obtained from school records. Path analyses showed that injunctive norms (perception of the acceptability of academic effort), but not descriptive norms (perception of peers’ typical academic effort), significantly accounted for racial/ethnic group differences in self-reported engagement and standardized test scores. This study indicates that perceived norms may contribute to racial/ethnic differences in educational outcomes.

查看原文本刊更多论文

学术描述规范和禁令规范与青少年成就的纵向关联

摘要:以往的研究表明，青少年同伴群体在维持和加剧学业成就的人口差异方面发挥着重要作用。然而，关于造成这些成就差异的可塑因素的知识仍然有限。这项短期的纵向研究考察了一个这样的可塑因素——即感知规范。参与者是710名九年级和十年级的亚裔美国人和西班牙裔/拉丁裔学生，随访时间超过一年。用青少年自我报告测量规范性认知和学业投入。平均成绩和标准化考试成绩是从学校记录中获得的。通径分析表明，禁令规范(对学业努力的可接受性的感知)，而不是描述性规范(对同伴典型学业努力的感知)，在自我报告的参与和标准化考试成绩方面显著地解释了种族/民族的差异。本研究表明，认知规范可能会导致教育结果的种族/民族差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Merrill-Palmer Quarterly-Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.