The dynamic interplay of parental educational aspirations and children's academic self-concept was examined from late childhood through mid-adolescence within a transactional socialization framework. Parental and child data were gained from a representative Swiss sample within 3-year intervals (N_T1 = 1118; 51% females; 28% migration background; M_{age T1} = 9.26, M_{age T2} = 12.14, M_{age T3} = 15.32). Results from a random intercept cross-lagged panel model revealed positive associations between the two constructs at the between- and within-person level. Findings showed general and time-specific associations between children and parents and reciprocal spill-over effects, whereby higher than usual aspirations predicted higher than usual academic self-concept over time and vice versa, highlighting transactional processes in the context of educational transitions.

中文翻译：

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父母的教育愿望和儿童的学业自我概念：解开动态相互作用中的状态和特质成分


在交易性社会化框架内，从童年晚期到青春期中期，对父母的教育愿望和儿童的学业自我概念之间的动态相互作用进行了研究。父母和儿童数据是从 3 年间隔内的瑞士代表性样本中获得的（ N _T1 = 1118；51% 女性；28% 移民背景； M_{年龄 T1} = 9.26， M_{年龄 T2} = 12.14， M_{年龄 T3} = 15.32）。随机截距交叉滞后面板模型的结果揭示了两种结构在人与人之间水平上的正相关性。研究结果显示，儿童和父母之间存在一般性和特定时间的联系，以及相互的溢出效应，即随着时间的推移，比平时更高的抱负预示着比平时更高的学业自我概念，反之亦然，强调了教育转型背景下的交易过程。