心理学
显著性(神经科学)
发展心理学
路径分析(统计学)
学业成绩
社会心理学
数学
统计
认知心理学
作者
Edna C. Alfaro,Adriana J. Umaña‐Taylor,Mayra Y. Bámaca‐Colbert
标识
DOI:10.1111/j.1741-3729.2006.00402.x
摘要
Abstract: The current study examined the extent to which mothers, fathers, teachers, and teenage friends influenced Latino adolescents’ academic motivation. Using path analysis, separate models were tested for 154 Latino boys and 156 Latina girls. Findings indicated that mothers’ and teachers’ academic support were positively related to adolescent girls’ academic motivation, and fathers’ and teachers’ academic support were positively related to adolescent boys’ academic motivation. The salience of teachers’ support, possible reasons for gender differences, and implications for future research are discussed.
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