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

作者：A. Benner, Celeste C. Fernandez, Yang Hou, C. Gonzalez · 发表于：Journal of Community Psychology · 年份：2021 · DOI：10.1002/jcop.22644 · 被引用次数：43 · 研究领域：Medicine

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 = 9,654 adolescents). Higher parent and math teacher expectations in 10th grade were associated with better 12th grade math scores and higher GPAs, 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 SES. Parents’ educational involvement at school, teacher-student relationships, and school-parent communication mediated the links between adult educational expectations and academic outcomes.