Noah Millman
Research Mentor: Myriam Al Bcherraoui
Mentor Department: Psychology, LSA
Author(s): Myriam Al Bcherraoui, Noah Millman, Pamela Davis-Kean
Session: Session 4 (1:00 PM – 1:50 PM)
Presentation Type: Poster 83
Abstract
In this study, we will examine how parents’ educational expectations and children’s self-concept of ability co-develop from early childhood to mid-adolescence, and whether the longitudinal association between parents’ educational expectations and children’s later academic performance is mediated by children’s self-concept of ability. To do this, longitudinal data from a nationally representative US sample, the 1997, 2002, and 2007 Child Development Supplement of the Panel Study of Income Dynamics (PSID-CDS), will be used. Examining these associations in the data will advance our understanding of the relationship between parents’ educational expectations and children’s later academic achievement, particularly answering whether child self concept of ability mediates this relationship longitudinally. In the past, studies have only looked at this mediation in a cross-sectional format, which holds weak evidence and restricts inferences to directional pathways. This study will bring light to the mediating role of children’s self-concept of ability in the relationship between parents’ educational expectations and children’s academic achievement. Understanding how child academic achievement is influenced in this relationship is pivotal, as it is one of the most important predictors for child development with implications for well-being, health, and upward social mobility across the lifespan.
