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Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries

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Abstract

An important question for parents and educators alike is how to promote adolescents’ academic identity and school performance. This study investigated relations among parental education, parents’ attitudes toward their adolescents’ school, parental support for learning at home, and adolescents’ academic identity and school performance over time and in different national contexts. Longitudinal data were collected from adolescents and their parents in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). When adolescents were 16 years old, their mothers (N = 1083) and fathers (N = 859) provided data. When adolescents were 17 years old, 1049 adolescents (50% girls) and their mothers (N = 1001) and fathers (N = 749) provided data. Multiple-group path analyses indicated that, across cultures, higher parent education was associated with better adolescent school performance. Parents’ attitudes toward their adolescents’ school and parent support for learning in the home were not associated with adolescents’ school performance but were associated with academic identity. The findings suggest somewhat different pathways to school performance versus academic identity. Implications for helping parents and educators in different countries promote adolescents’ academic identity and achievement are discussed.

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Funding

This research was funded by the Eunice Kennedy Shriver National Institute of Adolescent Health and Human Development grant RO1-HD054805 and Fogarty International Center grant RO3-TW008141. This research also was supported by National Institute on Drug Abuse (NIDA) grant P30 DA023026; the Intramural Research Program of the NIH/NICHD, USA; UNICEF; and an International Research Fellowship at the Institute for Fiscal Studies, London, UK, funded by the European Research Council under the Horizon 2020 research and innovation program (grant agreement no. 695,300-HKADeC-ERC-2015-AdG).

Author information

Authors and Affiliations

  1. Special Education Department, Hashemite University, Zarqa, Jordan

    Suha M. Al-Hassan

  2. Abu Dhabi Early Childhood Authority, Abu Dhabi, United Arab Emirates

    Suha M. Al-Hassan

  3. Department of Psychology and Neuroscience, University of North Carolina Chapel Hill, Chapel Hill, NC, USA

    Natasha Duell

  4. Center for Child and Family Policy, Duke University, Durham, NC, USA

    Jennifer E. Lansford & Ann T. Skinner

  5. Sanford School of Public Policy, Duke University, Durham, NC, USA

    Kenneth A. Dodge

  6. Center for Child and Youth Studies, University West, Trollhattan, Sweden

    Sevtap Gurdal

  7. Department of Maternal and Child Health & Adolescent Health, Chongqing Medical University, Chongqing, China

    Qin Liu

  8. Global Health Research Center, Duke University, Kunshan, China

    Qian Long

  9. Department Of Educational Psychology, Maseno University, Maseno, Kenya

    Paul Oburu

  10. Department of Psychology, Università di Roma “La Sapienza”, Rome, Italy

    Concetta Pastorelli & Laura Di Giunta

  11. Department of Social and Behavioural Studies, University West, Trollhattan, Sweden

    Emma Sorbring

  12. Temple University, Philadelphia, PA, USA

    Laurence Steinberg

  13. Department of Psychology, King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia

    Laurence Steinberg

  14. Department of Family Medicine, Chiang Mai University, Chiang Mai, Thailand

    Sombat Tapanya

  15. Department of Psychology, Universidad de San Buenaventura, Medellin, Colombia

    Liliana Maria Uribe Tirado

  16. Department pf Psychology, Chiang Mai University, Chiang Mai, Thailand

    Saengduean Yotanyamaneewong

  17. Department of Psychology, Ateneo de Manila University, Manila, Philippines

    Liane Peña Alampay

  18. Department of Humanistic Studies, University of Naples “Federico II”, Naples, Italy

    Dario Bacchini

  19. Eunice Kennedy Shriver National Institute of Adolescent Health and Human Development, UNICEF, and Institute for Fiscal Studies, Bethesda, MD, USA

    Marc H. Bornstein

  20. Department of Psychology, University of Macau, Macau, China

    Lei Chang

  21. Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, Amherst, MA, USA

    Kirby Deater-Deckard

Authors
  1. Suha M. Al-Hassan
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  2. Natasha Duell
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  3. Jennifer E. Lansford
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  4. Kenneth A. Dodge
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  5. Sevtap Gurdal
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  6. Qin Liu
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  7. Qian Long
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  8. Paul Oburu
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  9. Concetta Pastorelli
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  10. Ann T. Skinner
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  11. Emma Sorbring
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  12. Laurence Steinberg
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  13. Sombat Tapanya
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  14. Liliana Maria Uribe Tirado
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  15. Saengduean Yotanyamaneewong
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  16. Liane Peña Alampay
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  17. Dario Bacchini
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  18. Marc H. Bornstein
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  19. Lei Chang
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  20. Kirby Deater-Deckard
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  21. Laura Di Giunta
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Correspondence to Suha M. Al-Hassan.

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Additional information

Current themes of research

Parent-child relationship, the child’s adjustment, attitudes and beliefs, cultural values, and self-regulation among the children. Adolescents’ reward-seeking, self-regulation, social information processing, academic identity, school performance, and risk-taking.

Selection of relevant publications

Lansford, J. E., Rothenberg, W. A., Riley, J., Uribe Tirado, L. M., Yotanyamaneewong, S., Alampay, L. P., Al-Hassan, S. M., Bacchini, D., Bornstein, M. H., Chang, L., Deater-Deckard, K., Di Giunta, L., Dodge, K. A., Gurdal, S., Liu, Q., Long, Q., Malone, P. S., Oburu, P., Pastorelli, C., Skinner, A. T., Sorbring, E., Tapanya, S., & Steinberg, L. (2021). Longitudinal trajectories of four domains of parenting in relation to adolescent age and puberty in nine countries. Child Development, 92, e493-e512.

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Chang, L., Lu, H. J., Lansford, J. E., Skinner, A. T., Bornstein, M. H., Steinberg, L., Dodge, K.A., Chen, B.B., Tian, Q., Bacchini, D., Deater-Deckard, K., Pastorelli, C., Alampay, L.P., Sorbring, E., Al-Hassan, S.M., Oburu, P., Malone, P.S., Di Giunta, L., Uribe Tirado, L., & Tapanya, S. (2019). Environmental harshness and unpredictability, life history, and social and academic behavior of adolescents in nine countries. Developmental Psychology, 55, 890–903.

Steinberg, L., Icenogle, Shulman, E. P., Breiner, K., Chein, J. M., Bacchini, D., Chang, L., Chaudhary, N., Di Giunta, L., Dodge, K. A., Fanti, K. A., Lansford, J. E., Malone, P. S., Oburu, P., Pastorelli, C., Skinner, A. T., Sorbring, E., Tapanya, S., Uribe Tirado, L. M., Alampay, L. P., Al-Hassan, S. M., & Takash, H. M. S. (2017). Around the world, adolescence is a time of heightened reward seeking and immature self-regulation. Developmental Science, 21(2).

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Al-Hassan, S.M., Duell, N., Lansford, J.E. et al. Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries. Eur J Psychol Educ (2024). https://doi.org/10.1007/s10212-024-00827-4

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