Family and School Socialization and Adolescent Academic Achievement

Keywords

Academic achievement, family influence, school influence, cross-national adolescent development

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

Original Publication Citation

Stolz, Heidi E., Brian K. Barber, Joseph A. Olsen, Lance D. Erickson, Kay P. Bradford, Suzanne L. Maughan, & Deborah Ward. (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.

Document Type

Peer-Reviewed Article

Publication Date

2008-09-22

Permanent URL

http://hdl.lib.byu.edu/1877/5566

Publisher

Marriage & Family Review

Language

English

College

Family, Home, and Social Sciences

Department

Sociology

University Standing at Time of Publication

Associate Professor

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