Publication Date
2025
Document Type
Dissertation/Thesis
First Advisor
Malecki, Christine K.
Degree Name
Ph.D. (Doctor of Philosophy)
Legacy Department
Department of Psychology
Abstract
Students’ experiences of success in schools have a lasting impact on their lives. Existing literature documents parental engagement with their children’s learning is one of the key predictors that help facilitate students’ academic success. The positive association between parental engagement and favorable academic outcomes are well-established; however, studies have highlighted different types of parental engagement (e.g., home-based involvement, school-based involvement, home-school communication, academic socialization) are differentially associated with academic achievement. Further, the role of academic enabling behaviors such as interpersonal skills, motivation, engagement, and study skills in the mechanism of the association between parental engagement and academic performance remains underexplored. The current study sought to investigate the potential mechanism of parental academic socialization with students’ grade point average across subject areas through academic enabling behaviors by utilizing structural equation modeling (SEM). Further, building on the social compensation model, the role of school-based social support from teachers or classmates was investigated to examine potential buffering effects between academic socialization and academic enablers. The results demonstrated academic socialization did not significantly predict academic outcomes. However, a dimension of home-based parental engagement (i.e., discussion/encouragement) was found to be significantly associated with academic outcomes. In addition, academic enablers mediated the association between the two. Further, gender differences were found in the association between parental engagement and academic outcomes, where the association between parent engagement and academic outcomes were stronger for girls than boys. The results of the current study add to the literature by emphasizing the importance of understanding the nuanced association between parental communication about education and students’ classroom performance.
Recommended Citation
Pyun, Yoonsun, "Examining the Associations Between Parental Academic Socialization, Social Support, Academic Enablers, and Academic Outcomes in Early Adolescence" (2025). Graduate Research Theses & Dissertations. 8134.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/8134
Extent
94 pages
Language
en
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
