The Parental Schoolwork Support Measure–Youth: Development and psychometric evaluation.

Abstract

Parental involvement in school-related tasks is associated with a number of positive outcomes across ethnic groups. However, a growing literature suggests that unique forms of involvement and barriers exist among linguistic minority Latino families. The Parental Schoolwork Support Measure-Youth (PSSM-Y) is introduced in this study along with the psychometric properties found with a sample of 133 Latino youth in Grades 5 through 7 from a public school in a low-income urban neighborhood. Exploratory factor analyses indicated the presence of three factors called direct support, language and support, and indirect support, which together accounted for 66.3% of the common variance in the 16-item version. Strong internal consistency and test-retest coefficients were found for the PSSM-Y in this sample. In addition, schoolwork support was correlated with youth depression, economic pressure, loneliness, and familism in the expected directions. The findings are discussed in terms of the potential utility of this measure for future school-based studies of Latino students and youth of immigrant backgrounds in the United States.

Familism values and adjustment among Hispanic/Latino individuals: A systematic review and meta-analysis.

“…This meta-analysis was the first to quantify the effect between familism and educational outcomes, and revealed a small positive association, suggesting that stronger familism values may be associated with more positive educational adjustment, consistent with our prediction of a promotive association (Causadias, 2013). Strong familism values may underlie one’s motivation toward educational achievement as a way to bring honor to and positively reflect on one’s family (Fuligni et al, 1999; Gonzales et al, 2009; Polo et al, 2012). Particularly for individuals from immigrant families, one’s efforts to succeed in their education may be a way to give back to and demonstrate respect for the family’s sacrifices (Ceballo, 2004).…”

“…Particularly for individuals from immigrant families, one’s efforts to succeed in their education may be a way to give back to and demonstrate respect for the family’s sacrifices (Ceballo, 2004). One’s strong familism values also may lead to the development of family support systems that are beneficial for educational pursuits (Cupito et al, 2016; Polo et al, 2012). Although these conceptual underpinnings suggest that familism values may lead to educational success, it is also possible that one’s educational efforts invoke a positive response from family members, strengthening one’s family values and supports.…”

“…A substantial body of research, which has not been quantified via meta-analysis, focuses on familism and educational outcomes, theorizing that strong familism values may engender supports (emotional and instrumental) that contribute to one’s educational success and motivate individuals to pursue their education as a way to bring honor to and reflect positively on their family (Gonzales et al, 2009; Polo et al, 2012). Supporting these theoretical notions, there is evidence that youth’s familism values are concurrently associated with higher levels of parent support for schooling among Latino/a students (62% Mexican, 21% Puerto Rican) attending a low-income school (Polo et al, 2012), higher levels of maternal and school support among a sample of primarily Mexican-origin adolescents (78%) from predominantly immigrant families in an emerging Hispanic/Latino area (Cupito et al, 2016), and greater parental encouragement to pursue postsecondary education among Mexican American male college students from primarily working and middle class backgrounds (Ojeda et al, 2011).…”

“…A substantial body of research, which has not been quantified via meta-analysis, focuses on familism and educational outcomes, theorizing that strong familism values may engender supports (emotional and instrumental) that contribute to one’s educational success and motivate individuals to pursue their education as a way to bring honor to and reflect positively on their family (Gonzales et al, 2009; Polo et al, 2012). Supporting these theoretical notions, there is evidence that youth’s familism values are concurrently associated with higher levels of parent support for schooling among Latino/a students (62% Mexican, 21% Puerto Rican) attending a low-income school (Polo et al, 2012), higher levels of maternal and school support among a sample of primarily Mexican-origin adolescents (78%) from predominantly immigrant families in an emerging Hispanic/Latino area (Cupito et al, 2016), and greater parental encouragement to pursue postsecondary education among Mexican American male college students from primarily working and middle class backgrounds (Ojeda et al, 2011). Further, consistent with the notion that strong familism values may be linked to one’s effort to act in ways that reflect positively on the family, familism is positively (concurrently) associated with high school seniors’ (42% Mexican, 39% Puerto Rican) academic effort and attendance in a low-income school (Esparza & Sánchez, 2008), Dominican adolescents’ greater academic engagement in low-income schools (e.g., completing homework, paying attention in class; Aretakis et al, 2015), and Mexican-origin high school students’ accomplishments, goals, and self-efficacy in math and science (Garriott et al, 2017).…”

Intergenerational Solidarity and Individual Adjustment During Emerging Adulthood

“…The benefits of positive intergenerational solidarity, manifested by parent–child closeness and family support, on child and adolescent development have been well documented in the literature (Ge, Natsuaki, Neiderhiser, & Reiss, 2009; Polo, Zychinski, & Roundfield, 2012; Stice, Ragan, & Randall, 2004). However, much less attention has been paid to its role in individual development postadolescence, including the stage of emerging adulthood.…”