Status attainment research has shown that there is a positive association between the educational expectations of parents and their children. Survey data from a nationwide sample of families was used to examine the effects of social structural conditions and patterns of family interaction on parent-child agreement on educational expectations, an indicator of parents' ability to influence their child's expectations. Agreement was hypothesized to be greatest in white families, in families where parents had high levels of education, and among parents and daughters. Empirical results showed that girls were more likely than boys to have expectations above those of their parents. Parents with at least four years of college were more likely to agree than less educated parents. Minority adolescents were also less likely to agree; this effect was not explained by racial differences in parents' education. The quantity and quality of parental defining behaviors, or effort, were also expected to be positively related to agreement. Concrete forms of parental effort fulfilled these expectations. The greater efforts of well educated parents and parents of daughters helped to explain gender and class differences in agreement. Despite minority parents' greater efforts, their children remained less likely to agree. Alienated adolescents were predicted to be more likely to have expectations below those of their parents. Adolescents whose extra-familial roles were more salient than their familial roles were also expected to be less likely to agree. Both hypotheses were supported. This study contributes to status attainment research by showing how social psychological and social structural factors jointly affect a crucial link in the process: parent-child agreement on educational expectations. Future research should seek to disentangle the effects of these processes, and explain why persistent race differences in agreement exist.

Adverse parenting practices have adverse effects on child outcomes, ranging from lower academic success (Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987) to delinquency behavior (Steinberg, Fletcher & Darling, 1994) to adjustment difficulties (Shumow & Lomax, 2009). There is considerable evidence linking poor parenting practices to increases in adolescent adjustment symptoms (e.g. Barnes, Reifman, Farrell, & Dintcheff, 2000). It is likely that there is an explanatory mechanism driving this relationship. The current study tests the hypotheses that associations between adverse parenting behaviors are both directly associated with adjustment problems, and indirectly associated with maladjustment via changes in self-views. A staggered cohort longitudinal design was employed that included a total of 453 (215 boys, 238 girls) 9th graders and 464 (231 boys, 233 girls) 10th graders at the first assessment in spring, 2013. At the onset of the study, adolescents completed scales describing parental monitoring (Small & Kerns, 1993), parental psychological control (Barber, 1996), and parental connectedness (Arnold, Nott, & Meinhold, 2012). Adolescents also described indices of self-esteem (Rosenberg, 1965), self-efficacy (Schwarzer & Jerusalem, 1995), and adjustment behaviors (Achenbach & Rescorla, 2001). Results from the direct effects models revealed parenting practices have a direct effect on adolescent adjustment. Mediation models revealed indirect links between parenting practices and adolescent adjustment via self-esteem. Greater parental psychological control and less parental connectedness was linked to decreases in selfesteem one year later, and lower levels of self-esteem were in turn, associated with increases in adolescent adjustment problems. This study provides insight on the impact that parenting practices have on adolescents both directly and indirectly. Parents should understand that even though adolescents are seeking autonomy and separation, practicing attentive and meaningful parenting is just as important during adolescence as it is during any other periods of development. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Thesis (M.A.)--Marshall University, 2002. / Title from document title page. Document formatted into pages; contains ii, 42 p. Includes bibliographical references (p. 19-23).

No description available.

Thesis (M.A.)--University of Akron, School of Dance, Theatre, and Arts Administration, 2007. / "December, 2007." Title from electronic thesis title page (viewed 02/22/2008) Advisor, Durand L. Pope; Committee members, Guy Victor Bordo, Brooks Toliver; School Director, Neil Sapienza; Dean of the College, James M. Lynn; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Michal Perlman.

Thesis (M. Phil.)--University of Hong Kong, 2007. / Also available in print.

Thesis (Ph.D.)--University of Rhode Island, 2007 / Typescript. Includes bibliographical references (leaves 147-155)

Thesis (M.S.)--Auburn University, 2008. / Abstract. Includes bibliographical references (p. 60-66).

Thesis (M.A.)--University of Notre Dame, 2008. / Thesis directed by Julia M. Braungart-Rieker for the Department of Psychology. "July 2008." Includes bibliographical references (leaves 73-78).