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Descriptors:
Identification (Psychology); Socialization; Academic Achievement; Males; African American Students; Minority Group Students; Middle School Students; Urban Schools; Parent Role; Parent Influence; Self Concept; Goal Orientation; Self Motivation; Achievement Need; Parent Student Relationship; Mediation Theory; Standardized Tests; Achievement Tests; Student Motivation; Student Attitudes; Correlation

Abstract:
This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic identification would mediate the relationship between five forms of perceived parental academic socialization (future-oriented, teaching-oriented, effort-oriented, shame-oriented, and guilt-oriented) and achievement when controlling for prior achievement. We found confirmation for this effect among analyses involving "teaching," "future," and "guilt" forms of socialization. For "teaching," this effect was not present for Black boys. Direct effects indicated that "teaching" and "future" socialization was inversely related to student achievement, but when mediated by academic identification it was positive. "Guilt" was only related to achievement through academic identification. Results suggest the importance of the manner in which parental educational socialization is engaged. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Qualitative Research; Children; Youth; Foster Care; Money Management; Expenditures; Paying for College; Parent Student Relationship; Developmental Stages; Developmentally Appropriate Practices; Mothers; Toddlers; Futures (of Society); College Attendance; Elementary School Students; Economic Factors

Abstract:
This paper explores contributions of qualitative research to saving theory for children, youth, and parents in children's development account (CDAs) programs. It brings together findings from three studies: (1) elementary school age children saving for college, (2) youth transitioning from foster care saving for education and other purposes, and (3) mothers saving for their toddlers' future college. Findings suggest that children, youth, and parents find CDAs helpful in accumulating savings. CDAs motivate and facilitate saving in ways that reflect developmental stages. Accumulating savings has positive economic and psychological meaning for CDA participants. CDAs overcome some obstacles in saving for the three groups, but other barriers remain, especially income flows, debt, and emergencies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Parent Student Relationship; Parent Participation; Student Motivation; Grade 7; Grade 8; Learner Engagement; Academic Achievement; Parent Teacher Conferences; Parent Role; Learning Strategies; Grades (Scholastic)

Abstract:
This research examined the idea that children's parent-oriented motivation underlies the benefits of parents' involvement on children's engagement and ultimately achievement in school. Beginning in the fall of 7th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their parents' involvement in their learning as well as multiple dimensions of their motivation in school every 6 months until the end of 8th grade. Information on children's self-regulated learning strategies and grades was also obtained. Over time, the more involved parents were in children's learning, the more motivated children were to do well in school for parent-oriented reasons, which contributed to children's enhanced self-regulated learning and thereby grades. Although children's parent-oriented motivation was associated with their controlled and autonomous motivation in school, it uniquely explained the positive effect of parents' involvement on children's grades. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Young Children; Autism; Elementary School Students; Pervasive Developmental Disorders; Focus Groups; Intervention; Cooperation; Program Development; Feasibility Studies; Parent Student Relationship; Fidelity

Abstract:
This study examined the collaborative development of a comprehensive school-based intervention (CSBI) and component feasibility for seven children, aged 7 to 8 years, with high-functioning autism spectrum disorders (HFASDs). In Phase I, focus groups were conducted in two school districts with school staff and/or parents of children with HFASDs. The focus groups examined needs, resources, and barriers related to CSBIs, followed by adaptation of an empirically supported nonschool psychosocial intervention for HFASDs into a CSBI manual. In Phase II, two 4-week component trials examined the feasibility of the five treatment components when administered by school staff. Focus-group meetings were also held during Phase II to revise the CSBI manual as needed. Feasibility was assessed according to the level of treatment fidelity during implementation and teacher- and parent-reported acceptability and satisfaction. Feasibility was supported in high levels of treatment fidelity and teacher- and parent-reported acceptability and satisfaction. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Autism; Elementary School Students; Pervasive Developmental Disorders; Summer Programs; Intervention; Parent Student Relationship; Fidelity; Interpersonal Competence; Skill Development; Achievement Gains; Communication Skills; Nonverbal Communication; Emotional Response; Outcomes of Treatment

Abstract:
This study examined the feasibility and initial efficacy of a comprehensive school-based intervention (CSBI) for 12 children with high-functioning autism spectrum disorders, aged 6 to 9 years. Treatment included a 3-week summer preparation program followed by a 10-month CSBI, comprising social skills groups, therapeutic activities, face and voice emotion recognition instruction, an individual daily note, and parent training. Feasibility was supported in high levels of treatment fidelity and teacher- and parent-reported acceptability and satisfaction. Pre-post comparisons suggested that children significantly improved their knowledge of target social skills, ability to identify emotions in facial and vocal expressions taught in the program, and broader emotion recognition skills in child faces. According to parent and teacher ratings, children displayed gains in their use of target social skills and broader social performance. Parents also reported a significant reduction in autism spectrum disorder-related features. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Special Education; Eligibility; Court Litigation; School Psychologists; Parent Student Relationship; Participation; Evaluation; School Districts; Conflict; Content Analysis; Resistance (Psychology); Emotional Disturbances; Social Bias; Individualized Education Programs

Abstract:
The decision to begin the process for special education eligibility has complexities impacting children, parents, teachers, and schools. The Individuals with Disabilities Education Improvement Act (IDEA) eligibility provisions specify the need to obtain consent prior to evaluation and options when consent cannot be obtained. School psychologists may encounter parents who are reluctant to provide consent or parents who may seek to condition their permission. The reasons for parent refusal to consent to evaluation are analyzed in a review of administrative and judicial decisions published in the "Individuals with Disabilities Education Law Report" between 2004 and 2008. Possible parent reactions to the request for evaluation are discussed, and guidelines for school psychologists encountering reluctant parents are provided. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary School Students; Educational Attainment; Parent Attitudes; Risk; Track System (Education); Parent Student Relationship; Gender Differences; Foreign Countries

Abstract:
Although it is well-known that individuals' risk attitudes are related to behavioral outcomes such as smoking, portfolio decisions, and educational attainment, there is virtually no evidence of whether parental risk attitudes affect the educational attainment of their dependent children. We add to this literature and examine children's secondary school track choice in Germany where tracking occurs at age ten and has a strong binding character. Using risk indicators for different domains, we mainly find evidence of an inverse relation between parental risk aversion and children's secondary school track, with some heterogeneity depending on whether parents' risk willingness is modeled separately or jointly, by child gender, or by the risk measure used. (Contains 11 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Students; Vocational Interests; Parent Student Relationship; Friendship; Peer Relationship; Interest Inventories; Interest Research; Personality Traits; Evidence; Perspective Taking; Self Evaluation (Individuals)

Abstract:
Two studies examined the conceptualization of career interests as traits using self-other agreement data. Study 1 participants were 114 college student-friend dyads, and Study 2 participants were 93 student-parent dyads. In each study, students provided interest (using Holland's realistic, investigative, artistic, social, enterprising, and conventional [RIASEC] dimensions) and personality (using the Big Five factors) self-ratings, and friends/parents completed parallel measures on which they rated the students. Self-other agreement for interests was similar in magnitude to that for personality, providing support for a trait conceptualization. Student-parent dyads were in closer agreement regarding realistic than investigative or conventional interests, but among friends the degree of agreement across RIASEC interest dimensions did not differ. The magnitude of agreement between friends was comparable to that of student-parent dyads, but whereas one index of agreement between student-parent dyads was associated with students' vocational identity, agreement with friends was unrelated to vocational identity. Implications for theory, intervention, and research are presented. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Hispanic Americans; Parent Participation; Parent Student Relationship; Parent School Relationship; Academic Achievement; Longitudinal Studies

Abstract:
This longitudinal study examined the effects of formal (i.e., school-based) and informal (i.e., home-based) Latino parent involvement using data from the National Educational Longitudinal Study (NELS:88). Both forms of support were significant predictors of student achievement; the impact of informal support was nearly as great as that of formal support. It was suggested that Latino students benefit from both methods of involvement, and both formal and informal parent involvement should be acknowledged and supported. This study fills a gap in the literature by discussing parent involvement as a multidimensional construct, looking at the effects of parent involvement in a sample of Latino secondary students, and viewing Latino parental involvement as a strength instead of something that is lacking. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Community Programs; School Community Relationship; Females; Parent Student Relationship; Student School Relationship; Hispanic Americans; Ethnography; Low Income Groups; Barriers; Fear; Social Isolation; Undocumented Immigrants; Trauma; Family Environment; Family Relationship; Neighborhoods; Parent Participation; Communities of Practice; Semi Structured Interviews; Focus Groups; Social Capital; Social Networks

Abstract:
This article explores the social processes and outcomes associated with a school-linked, community-based program that successfully engages Latino parents and children in a low-income school community. Framed by an ethnographic, embedded case study design, the authors collected data from 32 Latino parents. The findings detail parents' experiences when first entering the neighborhood and how these experiences shape their engagement with other parents in the program and neighborhood community. We conclude that efforts engaging low-income parents as communities of practice hold special promise for reducing barriers to children's learning, especially when school leaders, community-based organizations, and social researchers leverage their resources and capital in ways that support parents' efforts, insights, and aspirations. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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