Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood

IF 14.3 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Aryn M. Dotterer
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引用次数: 7

Abstract

Abstract Trends in past research note parental involvement in education tends to decline as students get older. This targeted review draws on the bioecological model of human development and parental role construction to understand how parent involvement changes across developmental periods. Three distinct issues were identified from research on the effectiveness of parental involvement in secondary and higher education. First, in early adolescence and the middle school context, we explore whether too much involvement is possibly harmful rather than beneficial. Second, in mid- to late adolescence and the high school context, we explore racial/ethnic differences in level of involvement and the longitudinal effects of involvement on academic achievement. Third, in emerging adulthood, we reexamine the definition of parental involvement as it relates to the college context. Implications for the consideration of parental role construction in relation to these three issues and developmental periods are discussed.
青春期和成年初期父母参与的理论和实证研究的多样性和复杂性
过去的研究趋势表明,随着学生年龄的增长,父母对教育的参与往往会减少。这篇有针对性的综述借鉴了人类发展的生物生态学模型和父母角色构建,以了解父母参与在发育时期的变化。从对父母参与中学和高等教育的有效性的研究中发现了三个不同的问题。首先,在青少年早期和中学的背景下,我们探讨过多的参与是否可能有害而不是有益。其次,在青少年中后期和高中背景下,我们探讨了参与水平的种族/民族差异以及参与对学业成绩的纵向影响。第三,在成年初期,我们重新审视父母参与的定义,因为它与大学环境有关。讨论了与这三个问题和发育时期有关的父母角色建构的考虑意义。
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来源期刊
CiteScore
19.10
自引率
3.40%
发文量
16
期刊介绍: The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.
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