Mexican American adolescents' academic achievement and aspirations: the role of perceived parental educational involvement, acculturation, and self-esteem

Citation metadata

Authors: Francisco D. Carranza, Sukkyung You, Vichet Chhuon and Cynthia Hudley
Date: Summer 2009
From: Adolescence(Vol. 44, Issue 174)
Publisher: Libra Publishers, Inc.
Document Type: Report
Length: 6,651 words

Main content

Abstract :

As the number of Mexican American school-aged children continues to increase, researchers, practitioners, and policymakers are in critical need of information to better understand and serve them. This study used structural equation modeling to examine the relationship among perceived parental educational involvement (PPEI), acculturation, gender, and self-esteem on the academic achievement and aspirations of Mexican American high school students (N = 298). Results revealed direct effects of perceived parental educational involvement, students' level of acculturation, and students' self-esteem on students' achievement and aspirations. Acculturation and self-esteem also revealed indirect effects on aspirations and achievement through parental educational expectations. Implications of these findings are discussed.

Source Citation

Source Citation
Carranza, Francisco D., et al. "Mexican American adolescents' academic achievement and aspirations: the role of perceived parental educational involvement, acculturation, and self-esteem." Adolescence, vol. 44, no. 174, summer 2009, pp. 313+. Accessed 27 Sept. 2021.
  

Gale Document Number: GALE|A207643292