情绪和行为困难学生高中时期父母参与和父母期望的变化

IF 1.7 3区心理学 Q2 EDUCATION, SPECIAL

Journal of Emotional and Behavioral Disorders Pub Date : 2024-12-21 DOI:10.1177/10634266241301374

Kristin Duppong Hurley, Stacy-Ann A. January, Matthew C. Lambert, Jacqueline Huscroft D’Angelo, Alexandra Hamilton

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引用次数: 0

摘要

以家庭为基础的父母参与和父母对学校的期望是高中生学业成绩的有力预测因素。鉴于此，我们探讨了高中时期父母参与和父母期望的变化是否与情感或行为困难学生（N = 888）与同龄人（N = 4148）的学业功能相关。我们发现，对两组学生来说，以家庭为基础的父母参与在高中期间是稳定的。父母对高中教育期望的降低在两组之间是相同的。情绪和行为困难升高的学生在家庭参与的增加与父母期望和平均成绩的增加之间有显著的相关性，而同伴组在构念之间有显著的相关性，但微不足道。

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Changes in Parental Involvement and Parental Expectations During High School for Students With Emotional and Behavioral Difficulties

Home-based parental involvement and parental expectations in school are strong predictors of academic outcomes for high school students. Given this, we explored whether changes in parental involvement and parental expectations during high school were correlated with academic functioning for students with emotional or behavioral difficulties ( N = 888) compared with their peers ( N = 4,148). We found that home-based parental involvement was stable during high school for both groups of students. There was a decrease in parental educational expectations during high school that was equivalent between both groups. Students with elevated emotional and behavioral difficulties had significant correlations between increases in home-based involvement and increases in both parental expectations and grade point average, whereas the peer group had significant, yet trivial correlations among the constructs.

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来源期刊

Journal of Emotional and Behavioral Disorders Multiple-

CiteScore

4.10

自引率

10.50%

发文量

期刊介绍： The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.