Generalizability in the Mediation Effects of Parental Expectations on Children’s Cognitive Ability and Self-concept

Phillipson, Sivaneswary

doi:10.1007/s10826-017-0836-z

Cited by 19 publications

(7 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, parental expectation reflects the importance parents attach to their children's development, which is usually manifested in daily parenting behaviors or parent-child interactions and can be internalized by children as their own beliefs to motivate their goal-directed behaviors (Phillipson & Phillipson, 2017). Despite growing research attention on the direct association between parental expectation and child development (Jeynes, 2022), few research efforts have been devoted to examining the mechanisms through which parental expectation relates to child development, which is especially the case in the field of child career development (Pinquart & Ebeling, 2020).…”

Section: Parental Career Expectation Career-related Parenting and Ado...mentioning

confidence: 99%

Parental Career Expectation Predicts Adolescent Career Development Through Career-Related Parenting Practice: Transactional Dynamics Across High School Years

Zhou¹,

Cao

Wang

et al. 2023

Journal of Career Assessment

View full text Add to dashboard Cite

The potential mediating role of career-related parenting practice in the association between parental career expectation and adolescents’ career development remains understudied, especially the likely transactional dynamics inherent within such links. This study utilized three-annual-wave data from 3196 Chinese adolescents across the high school years ( Mage = 15.55 years old, SD = .44; 52.8% girls at Wave 1) to address such gaps. Results of cross-lagged structural equational modeling analyses demonstrated reciprocal associations between parental career expectation and career adaptability consistently across three high school years; and career-related parental support served as a mediator in such associations, net of a series of covariates. However, no associations of career ambivalence with parental career expectation across the high school years emerged. Such findings highlighted the dynamic nature of the associations among parental career expectation, career-related parenting practice, and adolescents’ career developmental outcomes. Implications for future research and practice were discussed.

show abstract

Section: Parental Career Expectation Career-related Parenting and Ado...mentioning

confidence: 99%

Parental Career Expectation Predicts Adolescent Career Development Through Career-Related Parenting Practice: Transactional Dynamics Across High School Years

Zhou¹,

Cao

Wang

et al. 2023

Journal of Career Assessment

View full text Add to dashboard Cite

show abstract

“…This makes it important for teachers to develop a positive attitude toward students, especially students with SLD, to include them successfully in school (Gupta et al, 2018). Finally, students' causal attributions were directly associated with their academic self-concept, a variable with an important role in student academic motivation and achievement (Phillipson & Phillipson, 2017). The greater the attributions of academic success to individual abilities under their control, the better their academic self-concept.…”

Section: Discussionmentioning

confidence: 98%

“…Students with SLD face many challenges in their academic lives, and overcoming those challenges depends on a series of intrinsic and extrinsic variables besides cognitive capacity (Idan & Margalit, 2014; Meltzer, 2004). These variables can make the learning process easier or more difficult and can affect students’ involvement (Phillipson & Phillipson, 2017), persistence and performance in school tasks (McInerney et al, 2012). From the Risk and Resilience Model, we understand that student protection and risk factors cannot be considered as individual, stable variables of the person, but instead have cumulative effects on children’s lives (Margalit, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…Finally, students’ causal attributions were directly associated with their academic self-concept, a variable with an important role in student academic motivation and achievement (Phillipson & Phillipson, 2017). The greater the attributions of academic success to individual abilities under their control, the better their academic self-concept.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities

Núñez

Rodríguez

Herrero

et al. 2020

Learning Disability Quarterly

View full text Add to dashboard Cite

Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child’s ability and future success. The goal of this study was to analyze the mediating role of teachers’ expectations and teachers’ perceptions of parents’ expectations between previous academic achievement and variables in students with Specific Learning Disorders (SLD) that are significant for school learning. The participants were 230 students with SLD from Spain, aged between 10 and 14 years. Extrinsic variables influenced the students’ intrinsic variables even more than the students’ own experiences of academic success or failure. The way in which teachers in the child’s academic life respond to prior results and the expectations they form can affect their instruction, and ultimately the children’s motivation, involvement, and persistence in learning.

show abstract

“…Other possible explanations of the unexpected results of the cross-domain correlations between both components of ASC and achievements could be some mediators, which had not been examined in our study. Recent studies have identified a range of factors could mediate between ASC and achievement, such as parental expectations (Phillipson and Phillipson, 2017), maternal control (Lu et al, 2017), and cultural norms (Wentzel et al, 2021;Vu et al, 2022). Hence, in order to fully understand the correlations between ASCs and achievements in non-matching domains, future studies should be designed by incorporating possible mediators.…”

Section: The Between-network Evidence Of the Stability Of The Twofold...mentioning

confidence: 99%

The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students

et al. 2023

View full text Add to dashboard Cite

IntroductionThe present investigation examined the stability of the twofold multidimensional structure of academic self-concepts (ASCs) in three domains, namely Chinese, math, and general school using four-wave data collected over 2 years among 552 Chinese secondary school students.MethodAdopting both a within-network and a between-network approach, confirmatory factor analyses (CFAs) and factor correlations were performed in Mplus 8.2.ResultsThe within-network results showed that CFA models wherein competence and affect dimensions were conflated generated unacceptable fit. In contrast, the CFAs in which competence and affect were modeled as separate latent factors consistently produced superior fit to the data. The between-network results demonstrated that in the Chinese and math domains and across the four-time waves, the competence components were more strongly related to the achievements in matching domains than the affect components were. Furthermore, both the competence and affect components of ASCs and achievements were positively correlated in the non-matching domains, which were somewhat contradictory to the internal/external frame of reference model predicting zero or negative relations.DiscussionSuch results seem to suggest more involvement in social comparison than in dimensional comparison of Chinese students, which might be attributed to the collectivistic Chinese culture and the common phenomenon of academic social comparisons among Chinese adolescents in schools.

show abstract

Generalizability in the Mediation Effects of Parental Expectations on Children’s Cognitive Ability and Self-concept

Cited by 19 publications

References 36 publications

Parental Career Expectation Predicts Adolescent Career Development Through Career-Related Parenting Practice: Transactional Dynamics Across High School Years

Parental Career Expectation Predicts Adolescent Career Development Through Career-Related Parenting Practice: Transactional Dynamics Across High School Years

Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities

The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students

Contact Info

Product

Resources

About