TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Rubach, Charlott
A1  - Ittel, Angela
T1  - Adolescents’ perceptions of socializers’ beliefs, career-related conversations, and motivation in mathematics
JF  - Developmental psychology
N2  - Research based on the Eccles model of parent socialization demonstrated that parents are an important source of value and ability information for their children. Little is known, however, about the bidirectional effects between students’ perceptions of their parents’ beliefs and behaviors and the students’ own domain-specific values. This study analyzed how students’ perceptions of parents’ beliefs and behaviors and students’ mathematics values and mathematics-related career plans affect each other bidirectionally, and analyzed the role of students’ gender as a moderator of these relations. Data from 475 students in 11th and 12th grade (girls: 50.3%; 31 classrooms; 12 schools), who participated in 2 waves of the study, were analyzed. Results of longitudinal structural equation models demonstrated that students’ perceptions of their parents’ mathematics value beliefs at Time 1 affected the students’ own mathematics utility value at Time 2. Bidirectional effects were not shown in the full sample but were identified for boys. The paths within the tested model varied for boys and girls. For example, boys’, not girls’, mathematics intrinsic value predicted their reported conversations with their fathers about future occupational plans. Boys’, not girls’, perceived parents’ mathematics value predicted the mathematics utility value. Findings are discussed in relation to their implications for parents and teachers, as well as in relation to gendered motivational processes.
KW  - parents’ beliefs
KW  - parent–child conversations
KW  - motivation
KW  - mathematics
KW  - gender
Y1  - 2016
U6  - https://doi.org/10.1037/dev0000270
SN  - 0012-1649
SN  - 1939-0599
VL  - 53
IS  - 3
SP  - 525
EP  - 539
PB  - American Psychological Association
CY  - Washington
ER  - 
TY  - JOUR
A1  - Juang, Linda P.
A1  - Ittel, Angela
A1  - Hoferichter, Frances
A1  - Gallarin, Miriam
T1  - Perceived Racial/Ethnic Discrimination and Adjustment Among Ethnically Diverse College Students: Family and Peer Support as Protective Factors
JF  - Journal of college student development
N2  - Adopting a risk and resilience perspective, the current study examined whether family cohesion and peer support functioned as protective factors against the negative effects of racial/ethnic discrimination by peers. The sample included 142 ethnically diverse college students. The results showed that while greater perceived discrimination was related to poorer adjustment (in terms of depressive symptoms, somatization, and loneliness), peer support, but not family cohesion, modified some of these relations. The findings highlight the importance of identifying protective factors in the contexts of family and peers. Doing so moves research on discrimination beyond targeting only individual level characteristics (such as a stronger ethnic identity or personal coping strategies) to include factors concerning a broader network of support in understanding how the negative effects of discrimination may be tempered.
Y1  - 2016
SN  - 0897-5264
SN  - 1543-3382
VL  - 57
SP  - 380
EP  - 394
PB  - Johns Hopkins Univ. Press
CY  - Baltimore
ER  -