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Filipino Adolescents’ Parental Socialization for Academic Achievement in the United States

Shirin M. Schludermann

Eduard H. Schludermann

Cam-Loi Huynh

University of Manitoba

Different parental socialization practices tend to predict the academic achievement of European- and Asian-American adolescents. This study explored the processes whereby parental socialization practices lead to Filipino adolescents’ academic achievement. A sample of Filipino students from San Francisco (N = 535) of both genders (ages 11-19) completed questionnaire measures of a proposed structural equation model with the causal sequence: authoritative academic socialization, importance of family reputation, attribution of success, student involvement in studies and grade-point average (GPA). Structural equation analyses supported the hypothesized model with GPA as the dependent variable: Family reputation and internal attribution were found to mediate the relation between authoritative parenting and GPA.

Journal of Adolescent Research, Vol. 15, No. 5, 564-586 (2000)
DOI: 10.1177/0743558400155003


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