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Journal of Adolescent Research
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Cross-Generation Perceptions of Academic Competence

Parental Expectations and Adolescent Self-Disclosure

L. J. Bornholt

University of Sydney

J. J. Goodnow

Macquarie University

This study examined the role of parents acting as a social influence on adolescents’self-knowledge about competence at academic activities. The participants were adolescent boys and girls (N = 115) between the ages of 11 to 16 and their mothers and fathers. A proposed model of parental perceptions as mediating influences of past performances on adolescents’self-perceptions was evaluated for variations in content and social context. Adolescent self-disclosure to parents about academic achievement was also explored. Results indicated that parent-adolescent agreement was stronger with mothers than fathers and for aspects of self-knowledge that make direct inferences about abilities (performance, talent) rather than indirect inferences (effort, task difficulty) in both Mathematics and English. Results were similar in coed and single-sex contexts. Adolescent self-disclosure to parents suggested an important addition to the model of family influences on the adolescents’sense of academic achievement.

Journal of Adolescent Research, Vol. 14, No. 4, 427-447 (1999)
DOI: 10.1177/0743558499144003
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Journal of Cross-Cultural Psychology, November 1, 2002; 33(6): 540 - 558.
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