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Envisioning a meaningful future and academic engagement: The role of parenting practices and school‐based relationships.

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Title: Envisioning a meaningful future and academic engagement: The role of parenting practices and school‐based relationships.
Authors: Hill, Nancy E., Liang, Belle, Price, Maggi, Polk, Whitney, Perella, John, Savitz‐Romer, Mandy
Source: Psychology in the Schools. Jul2018, Vol. 55 Issue 6, p595-608. 14p. 1 Diagram, 4 Charts.
Subjects: Parent participation in education, Parenting, Youth development, Parent-school relationships, Structural equation modeling
Abstract: Abstract: In contrast to the focus on short‐term, extrinsic goals in our society (e.g., wealth, prestige), positive youth development scholars have highlighted the need for parents and schools to help youths cultivate and plan for long‐term, intrinsic, and meaningful goals (i.e., envisioning a meaningful future), arguing that envisioning a meaningful future is potentially inspiring and associated with better outcomes for youths. Envisioning a meaningful future includes being future‐oriented and planful and having a sense of purpose, a life focus that provides deep meaning to life and contributes to the good of society. This study used structural equation modeling to examine the direct and indirect effects of parental and school relationships on envisioning a meaningful future and academic engagement in a diverse sample of adolescents (n = 624). Parental and school‐based relationships were positively associated with academic engagement, and this association was partially mediated by envisioning a meaningful future. Analyses revealed the importance of parental and school relationships in engaging youths in developing a vision for a meaningful future toward the goal of academic engagement. Variations between African‐Americans and Whites, and across grade and parental education levels are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Envisioning a meaningful future and academic engagement: The role of parenting practices and school‐based relationships.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Jul2018, Vol. 55 Issue 6, p595-608. 14p. 1 Diagram, 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Parent+participation+in+education%22">Parent participation in education</searchLink><br /><searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br /><searchLink fieldCode="DE" term="%22Youth+development%22">Youth development</searchLink><br /><searchLink fieldCode="DE" term="%22Parent-school+relationships%22">Parent-school relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink>
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  Data: Abstract: In contrast to the focus on short‐term, extrinsic goals in our society (e.g., wealth, prestige), positive youth development scholars have highlighted the need for parents and schools to help youths cultivate and plan for long‐term, intrinsic, and meaningful goals (i.e., envisioning a meaningful future), arguing that envisioning a meaningful future is potentially inspiring and associated with better outcomes for youths. Envisioning a meaningful future includes being future‐oriented and planful and having a sense of purpose, a life focus that provides deep meaning to life and contributes to the good of society. This study used structural equation modeling to examine the direct and indirect effects of parental and school relationships on envisioning a meaningful future and academic engagement in a diverse sample of adolescents (n = 624). Parental and school‐based relationships were positively associated with academic engagement, and this association was partially mediated by envisioning a meaningful future. Analyses revealed the importance of parental and school relationships in engaging youths in developing a vision for a meaningful future toward the goal of academic engagement. Variations between African‐Americans and Whites, and across grade and parental education levels are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.22146
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 595
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      – SubjectFull: Parent participation in education
        Type: general
      – SubjectFull: Parenting
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      – SubjectFull: Youth development
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      – SubjectFull: Parent-school relationships
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      – SubjectFull: Structural equation modeling
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              Text: Jul2018
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