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The structure of maternal and patern...

Palmer, Debra L.

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The structure of maternal and paternal involvement in adolescence and relations to academic achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The structure of maternal and paternal involvement in adolescence and relations to academic achievement./
Author:	Palmer, Debra L.
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-03, Section: B, page: 1580.
Contained By:	Dissertation Abstracts International65-03B.
Subject:	Psychology, Developmental. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126326

The structure of maternal and paternal involvement in adolescence and relations to academic achievement.
Palmer, Debra L.

The structure of maternal and paternal involvement in adolescence and relations to academic achievement. - 116 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: B, page: 1580.

Thesis (Ph.D.)--The University of Utah, 2004.

The primary goals were to test structurally three measurement models of parental involvement, compare the viability of the best model for mothers and fathers, and examine the association between the latent factors of parental involvement and adolescents' current year GPA 467 parent dyads (M = 41.67 years, SD = 6.58) completed measures from the developmental and educational literatures that tapped into five different components of parental involvement: behavioral control (restrictions, strictness, knowledge and monitoring), resource (time) devotion (leisure time involvement, homework supervision, and parent-school interaction), acceptance (support and acceptance, sense of belongingness), psychological control, and parental aspirations for education (realistic expectations, desired expectations, and parental educational background). Adolescents (M = 13.22 years, SD = 1.57) reported on their current year GPA Structural equation modeling analyses demonstrated a model depicting the five latent factors (behavioral control, resource (time) devotion, acceptance, psychological control, parental aspirations for education) as separate, yet interrelated forms of parental involvement, provided the best data fit. The alternative models that depicted the five latent factors as manifestations of a higher, second-order factor of parental involvement (education domain-specific component and a more general developmental component) were not supported. The basic conceptualizations of parental involvement depicted in the model were found to be equivalent for mothers and fathers (configural factorial invariance was found). However, partial and not full factorial invariance was detected demonstrating the underlying scaling or measurement properties of the latent factors differed for mothers and fathers. Fathers' parental aspirations for education and acceptance and mothers' parental aspirations for education explained a significant amount of variance in adolescents' current year GPA when parents' measures were entered separately. Mothers' contribution to adolescents' current year GPA is explained by the fathers; however, parts of the fathers' contributions to adolescents' current year GPA are not fully explained by mothers' contributions to adolescents' current year GPA The results suggest the need for a multidimensional view of parental involvement, caution when comparing mothers' and fathers' levels of parental involvement using means, and the importance of parental involvement for academic performance during adolescence. Suggestions for future work are considered in light of the current findings.Subjects--Topical Terms:

1017557
Psychology, Developmental.

The structure of maternal and paternal involvement in adolescence and relations to academic achievement.
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100 1 $a Palmer, Debra L. $3 1951500
245 1 4 $a The structure of maternal and paternal involvement in adolescence and relations to academic achievement.
300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: B, page: 1580.
500 $a Adviser: Cynthia Berg.
502 $a Thesis (Ph.D.)--The University of Utah, 2004.
520 $a The primary goals were to test structurally three measurement models of parental involvement, compare the viability of the best model for mothers and fathers, and examine the association between the latent factors of parental involvement and adolescents' current year GPA 467 parent dyads (M = 41.67 years, SD = 6.58) completed measures from the developmental and educational literatures that tapped into five different components of parental involvement: behavioral control (restrictions, strictness, knowledge and monitoring), resource (time) devotion (leisure time involvement, homework supervision, and parent-school interaction), acceptance (support and acceptance, sense of belongingness), psychological control, and parental aspirations for education (realistic expectations, desired expectations, and parental educational background). Adolescents (M = 13.22 years, SD = 1.57) reported on their current year GPA Structural equation modeling analyses demonstrated a model depicting the five latent factors (behavioral control, resource (time) devotion, acceptance, psychological control, parental aspirations for education) as separate, yet interrelated forms of parental involvement, provided the best data fit. The alternative models that depicted the five latent factors as manifestations of a higher, second-order factor of parental involvement (education domain-specific component and a more general developmental component) were not supported. The basic conceptualizations of parental involvement depicted in the model were found to be equivalent for mothers and fathers (configural factorial invariance was found). However, partial and not full factorial invariance was detected demonstrating the underlying scaling or measurement properties of the latent factors differed for mothers and fathers. Fathers' parental aspirations for education and acceptance and mothers' parental aspirations for education explained a significant amount of variance in adolescents' current year GPA when parents' measures were entered separately. Mothers' contribution to adolescents' current year GPA is explained by the fathers; however, parts of the fathers' contributions to adolescents' current year GPA are not fully explained by mothers' contributions to adolescents' current year GPA The results suggest the need for a multidimensional view of parental involvement, caution when comparing mothers' and fathers' levels of parental involvement using means, and the importance of parental involvement for academic performance during adolescence. Suggestions for future work are considered in light of the current findings.
590 $a School code: 0240.
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Education, General. $3 1019158
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710 2 0 $a The University of Utah. $3 1017410
773 0 $t Dissertation Abstracts International $g 65-03B.
790 1 0 $a Berg, Cynthia, $e advisor
790 $a 0240
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126326