Utilizing ecological theory and multiple world theory, the current study investigated the effects of cultural factors (i.e., Familismo and school climate), parental involvement, and academic socialization on academic achievement of Latina/o secondary school students. This study had 2 primary foci. First, this study sought to address how the cultural value of Familismo and the interaction between home and school cultures play a role in parental involvement and academic achievement. Second, the effect of academic socialization was tested as a distinct factor from parental involvement. Data were collected from 116 Latina/o students living along the U.S./Mexico border. This study tested a path model that explained 30% of the variance in academic achievement, 25% of the variance in academic socialization, and 21% of the variance in parental involvement. Among 8 proposed relationships, 6 were supported while 2 were not. The mediating effects of parental involvement and academic socialization were supported that connect Familismo, school climate, and academic achievement. Implications for Latina/o secondary students who navigate between the different cultural worlds of home and school are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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父母参与和学术社交模式：一种文化方法。

本研究利用生态学理论和多元世界理论，研究了文化因素（即家庭主义和学校氛围），父母的参与以及学术社会化对拉丁裔中学生学习成绩的影响。这项研究有2个主要病灶。首先，本研究试图探讨Familismo的文化价值以及家庭和学校文化之间的相互作用如何在父母参与和学业成就中发挥作用。其次，测试了社会交往的效果是父母参与的一个独特因素。数据收集自生活在美国/墨西哥边境的116名拉丁裔学生。这项研究测试了一种路径模型，该模型解释了30％的学业成就差异，25％的学业社交差异以及21％的父母参与度差异。在8个提议的关系中，有6个得到支持，而2个则没有。支持父母参与和学术社会化的中介作用，将家庭关系，学校氛围和学业成就联系起来。讨论了在家庭和学校的不同文化世界之间导航的拉丁裔/ o中学生的含义。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。