Parent and peer social norms and youth's post-secondary attitudes: A latent class analysis

Kristen P. Kremer, Michael George Vaughn, Travis M. Loux

Research output: Contribution to journalArticle

1 Citation (Scopus)

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 languageEnglish
Pages (from-to)411-417
Number of pages7
JournalChildren and Youth Services Review
Volume93
DOIs
Publication statusPublished - 2018 Oct 1

Fingerprint

Social Norms
parents
Parents
Longitudinal Studies
longitudinal study
role play
school
Students
school grade
Group
student

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

@article{92594c62b8e349659e06e1030c0a3b22,
title = "Parent and peer social norms and youth's post-secondary attitudes: A latent class analysis",
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.",
author = "Kremer, {Kristen P.} and Vaughn, {Michael George} and Loux, {Travis M.}",
year = "2018",
month = "10",
day = "1",
doi = "10.1016/j.childyouth.2018.08.026",
language = "English",
volume = "93",
pages = "411--417",
journal = "Children and Youth Services Review",
issn = "0190-7409",
publisher = "Elsevier Limited",

}

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 journalArticle

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.

UR - http://www.scopus.com/inward/record.url?scp=85052331603&partnerID=8YFLogxK

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 -