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Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers
Journal of Adolescence ( IF 3.8 ) Pub Date : 2021-02-18 , DOI: 10.1016/j.adolescence.2021.01.008
Glona Lee 1 , Sandra D Simpkins 1
Affiliation  

Introduction

Experiencing low support from teachers can be associated with low academic achievement. Nonetheless, individual- (i.e., ability self-concepts) and contextual-level (i.e., parental support) protective factors may help adolescents to display academic resilience. This study examined whether high school students’ math ability self-concepts and parental support can mitigate the possible negative association between perceived low math teacher support and their math achievement.

Method

Correlational data were drawn from the High School Longitudinal Study (N = 14,580, Mage = 17.42 in 11th grade, 51% female), a nationally representative study of high school students in the U.S. The measures of protective factors (i.e., math ability self-concepts and parental support) were obtained from the surveys administered to students and parents in 9th grade. Students’ perceived teacher support and their math achievement score were measured in 11th grade. A series of linear regression analyses were estimated to test our hypotheses.

Results & Conclusions

Perceived low teacher support was negatively associated with adolescents’ math achievement. Adolescents’ math ability self-concepts were directly and positively associated with their math achievement. The interaction between perceived low teacher support and ability self-concepts in predicting adolescents’ achievement varied by parental support. The association between perceived low teacher support and adolescents’ math achievement was not statistically significant when adolescents were high on one of the protective factors. That is, high parental support may be protective for adolescents with low math ability self-concepts. This study highlights the interaction between adolescents’ academic motivation and parental support in demonstrating resilience to perceived low teacher support.



中文翻译:

能力自我概念和父母的支持可能会保护青少年在数学老师的支持不足时

介绍

教师的支持不足可能与学业成绩低下有关。尽管如此,个人(即能力自我概念)和情境层面(即父母支持)的保护因素可能有助于青少年表现出学业弹性。本研究检验了高中生的数学能力自我概念和父母支持是否可以减轻感知到的低数学教师支持与他们的数学成绩之间可能存在的负面关联。

方法

相关数据来自高中纵向研究(N = 14,580,M age = 17.42 in 11 th grade, 51% 女性),一项针对美国高中生的全国代表性研究保护因素(即数学能力)的措施自我概念和父母的支持)是从在9给予学生和家长的调查获得的等级。学生认为老师的支持和他们的数学成绩得分11测定档次。估计了一系列线性回归分析来检验我们的假设。

结果与结论

感知到的低教师支持与青少年的数学成绩呈负相关。青少年数学能力自我概念与他们的数学成绩直接和正相关。感知到的低教师支持和能力自我概念在预测青少年成就方面的相互作用因父母的支持而异。当青少年对其中一种保护因素的评价高时,感知到的低教师支持与青少年数学成绩之间的关联在统计学上不显着。也就是说,高父母支持可能对数学能力自我概念低的青少年有保护作用。这项研究强调了青少年的学业动机和父母支持之间的相互作用,以展示对感知到的低教师支持的弹性。

更新日期:2021-02-19
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