View in EDS HTML Full Text PDF Full Text

The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation.

Saved in:
Bibliographic Details
Title: The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation.
Authors: O'Donnell, Alexander W. (AUTHOR), Redmond, Gerry (AUTHOR), Arciuli, Joanne (AUTHOR), Robinson, Sally (AUTHOR), Skattebol, Jennifer (AUTHOR), Raghavendra, Parimala (AUTHOR), Thomson, Cathy (AUTHOR), Wang, Joanna J. J. (AUTHOR), Emerson, Eric (AUTHOR)
Source: Exceptional Children. Oct2022, Vol. 89 Issue 1, p60-78. 19p.
Subjects: Young adults, Children with disabilities, People with disabilities, Australians, Speech
Abstract: Past research has established clear educational inequities between young people with disabilities and their peers. In part, some of these inequities may be attributed to expectations. In this study, we examined whether parental expectations were related to school functioning at high school, with school functioning broadly defined as ease and frequency of engagement in school-based activities. Using the Longitudinal Study of Australian Children (N = 3,956; 48.9% female; 5.01% with disability), we examined parental expectations and school functioning measured at three time-points, biennially from the ages of 12 and 13 through to 16 and 17. A multigroup, parallel latent growth curve analysis revealed that high parental expectations at the first timepoint predicted steeper increases in the trajectory of school functioning over time, but only among young people with disability. Parental expectations did not significantly predict school functioning trajectories for the remainder of the sample. Subsequent multigroup analyses that compared disability characteristics revealed that learning difficulties and speech problems, in particular, were associated with lower parental expectations. These results suggest that the perceptions of parents in the lives of young people with disability are important and efforts to shape them may have long-term benefits. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 159265959
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22O'Donnell%2C+Alexander+W%2E%22">O'Donnell, Alexander W.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Redmond%2C+Gerry%22">Redmond, Gerry</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Arciuli%2C+Joanne%22">Arciuli, Joanne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Robinson%2C+Sally%22">Robinson, Sally</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Skattebol%2C+Jennifer%22">Skattebol, Jennifer</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Raghavendra%2C+Parimala%22">Raghavendra, Parimala</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Thomson%2C+Cathy%22">Thomson, Cathy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Joanna+J%2E+J%2E%22">Wang, Joanna J. J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Emerson%2C+Eric%22">Emerson, Eric</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Oct2022, Vol. 89 Issue 1, p60-78. 19p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22People+with+disabilities%22">People with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Australians%22">Australians</searchLink><br /><searchLink fieldCode="DE" term="%22Speech%22">Speech</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Past research has established clear educational inequities between young people with disabilities and their peers. In part, some of these inequities may be attributed to expectations. In this study, we examined whether parental expectations were related to school functioning at high school, with school functioning broadly defined as ease and frequency of engagement in school-based activities. Using the Longitudinal Study of Australian Children (N = 3,956; 48.9% female; 5.01% with disability), we examined parental expectations and school functioning measured at three time-points, biennially from the ages of 12 and 13 through to 16 and 17. A multigroup, parallel latent growth curve analysis revealed that high parental expectations at the first timepoint predicted steeper increases in the trajectory of school functioning over time, but only among young people with disability. Parental expectations did not significantly predict school functioning trajectories for the remainder of the sample. Subsequent multigroup analyses that compared disability characteristics revealed that learning difficulties and speech problems, in particular, were associated with lower parental expectations. These results suggest that the perceptions of parents in the lives of young people with disability are important and efforts to shape them may have long-term benefits. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=159265959
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00144029221087392
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 60
    Subjects:
      – SubjectFull: Young adults
        Type: general
      – SubjectFull: Children with disabilities
        Type: general
      – SubjectFull: People with disabilities
        Type: general
      – SubjectFull: Australians
        Type: general
      – SubjectFull: Speech
        Type: general
    Titles:
      – TitleFull: The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: O'Donnell, Alexander W.
      – PersonEntity:
          Name:
            NameFull: Redmond, Gerry
      – PersonEntity:
          Name:
            NameFull: Arciuli, Joanne
      – PersonEntity:
          Name:
            NameFull: Robinson, Sally
      – PersonEntity:
          Name:
            NameFull: Skattebol, Jennifer
      – PersonEntity:
          Name:
            NameFull: Raghavendra, Parimala
      – PersonEntity:
          Name:
            NameFull: Thomson, Cathy
      – PersonEntity:
          Name:
            NameFull: Wang, Joanna J. J.
      – PersonEntity:
          Name:
            NameFull: Emerson, Eric
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 00144029
          Numbering:
            – Type: volume
              Value: 89
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Exceptional Children
              Type: main
ResultId 1