Who makes the cut? Parental involvement and math trajectories predicting college enrollment

Jessica L. Degol, Ming Te Wang, Feifei Ye, Caiyan Zhang

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

The present study examined the associations between parental involvement and college enrollment using a national sample of 3116 U.S. youth (52% male, 70% White). Four dimensions of parental involvement (academic values, behaviors promoting future academic success, home structure, and school involvement) were examined from 7th–12th grade. Higher initial levels of all four parenting dimensions in junior high school were associated with a greater likelihood of college enrollment. Less steep declines in academic values and behaviors promoting future academic success, and increases in school involvement were also associated with an increased likelihood of college enrollment. Math achievement trajectories from 8th through 12th grade were examined as mediators of these associations. Math achievement intercepts mediated the association between the parental involvement intercepts (academic values, behaviors promoting future academic success, home structure, and school involvement) and college enrollment. No mediation was detected among math achievement linear slopes. Practical implications are discussed.

Original languageEnglish (US)
Pages (from-to)60-70
Number of pages11
JournalJournal of Applied Developmental Psychology
Volume50
DOIs
StatePublished - May 1 2017

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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