School of Social Welfare, State University of New York at Albany, 135 Western Avenue, Richardson Hall, Albany, NY 12222.
Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis
Version of Record online: 13 MAR 2012
© 2012 by the National Council on Family Relations
Volume 61, Issue 2, pages 175–191, April 2012
How to Cite
Bowen, G. L., Hopson, L. M., Rose, R. A. and Glennie, E. J. (2012), Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis. Family Relations, 61: 175–191. doi: 10.1111/j.1741-3729.2011.00695.x
Carolina Institute for Public Policy, The University of North Carolina at Chapel Hill, Chapel Hill, NC 27599.
Education Studies Division, RTI International, 3040 Cornwallis Road, Research Triangle Park, NC 27709-2194.
- Issue online: 13 MAR 2012
- Version of Record online: 13 MAR 2012
- academic achievement;
- evidence-based interventions;
- middle school;
- parent expectations;
- school success;
- social support
Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel modeling and control for the influence of students' demographics, trouble avoidance, and perceived support from adults and peers, we found that students' perceptions of their parents' expectations of their school behavior had a small but positive and statistically significant influence on their math and reading scores approximately 3 years later. Implications for the implementation of evidence-based interventions in schools are discussed.