Family and School Socialization and Adolescent Academic Achievement

Abstract

Abstract This study investigates the socialization conditions of connection, regulation, and respect for psychological autonomy within the family and school contexts as predictors of adolescent academic achievement across 10 national/ethnic groups. We assess the extent to which these socialization dimensions in the family and school can be similarly measured within these samples. The correlations are evaluated for unique contributions, and the relative importance of these predictors is examined for adolescent achievement in each sample, separately by gender of youth. Results suggest a consistent association of maternal knowledge, paternal support, and teacher support with academic achievement in these national/ethnic groups. However, some variability across gender and sample in regard to the unique contributions and relative importance of these predictors was indicated