Abstract
The present study explores whether college-going norms of parents and peers are intertwined or distinct in their contributions to college-going attitudes. Latent class analysis identified latent groups based on youth's social norms from parents and friends. Data was used from the High School Longitudinal Study (HSLS:09), a nationally representative and longitudinal study of ninth grade American students (N = 10,663). Four classes were identified: universal college norms (53.57%, N = 5712), which included youth with high support from both parents and friends; parent college norms (12.71%, N = 1355), wherein youth's parents demonstrated high support while friends displayed low school engagement; friend college norms (27.53%, N = 2935), in which youth had highly engaged peers but limited parental support; and limited college norms (6.20%, N = 661), comprised of youth whose parents and friends displayed limited academic engagement. Findings indicate that parents and friends play separate roles in the development of college-going attitudes.
| Original language | English |
|---|---|
| Pages (from-to) | 411-417 |
| Number of pages | 7 |
| Journal | Children and Youth Services Review |
| Volume | 93 |
| DOIs | |
| Publication status | Published - 2018 Oct 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
- Sociology and Political Science
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Parent and peer social norms and youth's post-secondary attitudes : A latent class analysis. / Kremer, Kristen P.; Vaughn, Michael George; Loux, Travis M.
In: Children and Youth Services Review, Vol. 93, 01.10.2018, p. 411-417.Research output: Contribution to journal › Article
TY - JOUR
T1 - Parent and peer social norms and youth's post-secondary attitudes
T2 - A latent class analysis
AU - Kremer, Kristen P.
AU - Vaughn, Michael George
AU - Loux, Travis M.
PY - 2018/10/1
Y1 - 2018/10/1
N2 - The present study explores whether college-going norms of parents and peers are intertwined or distinct in their contributions to college-going attitudes. Latent class analysis identified latent groups based on youth's social norms from parents and friends. Data was used from the High School Longitudinal Study (HSLS:09), a nationally representative and longitudinal study of ninth grade American students (N = 10,663). Four classes were identified: universal college norms (53.57%, N = 5712), which included youth with high support from both parents and friends; parent college norms (12.71%, N = 1355), wherein youth's parents demonstrated high support while friends displayed low school engagement; friend college norms (27.53%, N = 2935), in which youth had highly engaged peers but limited parental support; and limited college norms (6.20%, N = 661), comprised of youth whose parents and friends displayed limited academic engagement. Findings indicate that parents and friends play separate roles in the development of college-going attitudes.
AB - The present study explores whether college-going norms of parents and peers are intertwined or distinct in their contributions to college-going attitudes. Latent class analysis identified latent groups based on youth's social norms from parents and friends. Data was used from the High School Longitudinal Study (HSLS:09), a nationally representative and longitudinal study of ninth grade American students (N = 10,663). Four classes were identified: universal college norms (53.57%, N = 5712), which included youth with high support from both parents and friends; parent college norms (12.71%, N = 1355), wherein youth's parents demonstrated high support while friends displayed low school engagement; friend college norms (27.53%, N = 2935), in which youth had highly engaged peers but limited parental support; and limited college norms (6.20%, N = 661), comprised of youth whose parents and friends displayed limited academic engagement. Findings indicate that parents and friends play separate roles in the development of college-going attitudes.
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UR - http://www.scopus.com/inward/citedby.url?scp=85052331603&partnerID=8YFLogxK
U2 - 10.1016/j.childyouth.2018.08.026
DO - 10.1016/j.childyouth.2018.08.026
M3 - Article
AN - SCOPUS:85052331603
VL - 93
SP - 411
EP - 417
JO - Children and Youth Services Review
JF - Children and Youth Services Review
SN - 0190-7409
ER -