Family and School Socialization and Adolescent AcademicAchievement: A Cross-National Dominance Analysis of Achievement Predictors
Document Type
Article
Journal/Book Title/Conference
Marriage and Family Review
Volume
36
Publication Date
2004
First Page
7
Last Page
33
Abstract
This study investigates the socialization conditions of connection, regulation, and respect for psychological autonomy within the family and school contexts as predictors of adolescent academic achievement across 10 national/ethnic groups. We assess the extent to which these socialization dimensions in the family and school can be similarly measured within these samples. The correlations are evaluated for unique contributions, and the relative importance of these predictors is examined for adolescent achievement in each sample, separately by gender of youth. Results suggest a consistent association of maternal knowledge, paternal support, and teacher support with academic achievement in these national/ethnic groups. However, some variability across gender and sample in regard to the unique contributions and relative importance of these predictors was indicated.
Recommended Citation
Stolz, H. E., Barber, B. K., Olsen, J. A., Erickson, L. D., Bradford, K., Maughan, S. L., & Ward, D. (2004). Family and school socialization and adolescent academic achievement: A cross-national dominance analysis of achievement predictors. Marriage and Family Review, 36 (1-2), 7-33.
