Gender and family factors as predictors of academic motivation and resilience among Latino students
Abstract
The purpose of this research study was to explore the role of culturally-based family factors (i.e., family structure, parenting style, and perceived academic support) and gender as predictors of academic resilience and academic motivation among Latino middle school students from low socioeconomic backgrounds. The sample was comprised of 98 female and 67 male participants from sixth to eighth grade (N = 165) from diverse Latino ethnic backgrounds. Each student was administered a brief demographic survey, the Significant Other Academic Support Scale, the Authoritative Parenting Index, the Academic Motivation Scale, the Woodcock Johnson Tests of Achievement–Third Edition (WJ-III Brief Scale/Form C) and the Test of Nonverbal Intelligence. Regression analyses were computed and results revealed that perceived academic support from mothers was a significant predictor of academic motivation. In addition, the regression analyses also revealed that perceived academic support from fathers significantly predicted both academic motivation and academic resilience. These results have implications for the impact that parental support has on adolescents in Latino families. It is particularly important for Latino fathers to play an active role in their child's life, as the positive effects will impact both academic achievement and motivation. Therefore, this study stresses the need to incorporate parents as key stakeholders when designing school and community based interventions and programs.
Subject Area
Multicultural Education|Educational psychology|Hispanic American studies
Recommended Citation
Schultz-Leon, Janet Trinidad, "Gender and family factors as predictors of academic motivation and resilience among Latino students" (2012). ETD Collection for Fordham University. AAI3550993.
https://research.library.fordham.edu/dissertations/AAI3550993
