The Role of Family Process on Academic Educational Achievements in the United States: Evidence from a longitudinal study
- April 6, 2021
- Posted by: RSIS
- Categories: Education, IJRISS, Psychology
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue II, February 2021 | ISSN 2454–6186
Ali Roghani
University of Texas at San Antonio
Abstract: This paper’s main objective is to understand how the family process affects youth’s educational outcomes in the U.S. Previous research does not have a conclusive understanding regarding parental influence and educational achievement. Some studies determine that some parental influence is connected with positive academic achievement, while others conclude that it is not associated with young adults’ academic achievement. Using data from the National Longitudinal Survey of Youth 1997, an event history analysis was conducted to address how family process measures (family routines and parental monitoring) during adolescence change the rates and timing of the completion of a bachelor’s degree. Although mothers’ monitoring does not have a significant relationship with having an academic degree, higher father monitoring was positively associated with having the degree. Family routines provide a complex result. Average family routines are associated with a higher likelihood of academic achievements, while low and high family routines have the same outcomes. The research’s findings imply the role of fathers and the multidimensional nature of the family process, suggesting that the family process is essential in determining rates and timing of academic achievements in the U.S.
I. INTRODUCTION
Parents may affect their adolescents’ academic success in many aspects, from providing positive family environments and positive control to enhance adolescents’ educational outcomes (Smith, Sheridan, Kim, Park & Beretvas, 2019). Positive parenting roles support adolescents’ efforts at school and providing a pathway for future academic achievement (Moon, Kim,& Parrish, 2020). The quality of parent-adolescent interactions is linked to students’ positive functioning (Sheridan et al. 2017). In addition, parents can significantly improve services and facilities available to support adolescents in meeting their learning or behavioral goals. By a positive family environment, adolescents’ learning opportunities and experiences will be higher quality to have higher chances for success in educational attainment.
