Parent and teacher educational expectations and adolescents' academic performance: Mechanisms of influence

The current study investigated how parents' and teachers' educational expectations both directly and indirectly shaped young people's academic outcomes in a nationally‐representative sample of high school students (Education Longitudinal Study; N = 9654 adolescents). Higher parent and...

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Bibliographic Details
Published in:Journal of community psychology 2021-09, Vol.49 (7), p.2679-2703
Main Authors: Benner, Aprile D., Fernandez, Celeste C., Hou, Yang, Gonzalez, Chelsea Smith
Format: Article
Language:English
Subjects:
Academic achievement
Adolescents
Educational attainment
Expectations
Mathematics teachers
parent educational expectations
parental involvement
Parents & parenting
Secondary school students
Socioeconomic status
Student teacher relationship
teacher educational expectations
Teachers
teacher‐student relationships
Teenagers
Youth
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Summary:The current study investigated how parents' and teachers' educational expectations both directly and indirectly shaped young people's academic outcomes in a nationally‐representative sample of high school students (Education Longitudinal Study; N = 9654 adolescents). Higher parent and math teacher expectations in 10th grade were associated with better 12th grade math scores and higher grade point averages, math course‐taking sequence, and educational attainment two years post‐high school. High parent expectations generally magnified the particularly strong positive effects of high math teacher expectations, and there was some evidence of variation in links between adult expectations and outcomes by both student race/ethnicity and socioeconomic status. Parents' educational involvement at school, teacher‐student relationships, and school‐parent communication mediated the links between adult educational expectations and academic outcomes.
ISSN:0090-4392
1520-6629
DOI:10.1002/jcop.22644