Academic socialization, parental educational expectations, and academic self-efficacy among Latino adolescents

Fernanda L. Cross, Aixa D. Marchand, Michael Medina, Andrea Villafuerte, Deborah Rivas-Drake

Research output: Contribution to journalArticlepeer-review


This study examined the direct association between parental educational expectations and adolescents’ academic self-efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self-efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self-efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.

Original languageEnglish (US)
Pages (from-to)483-496
Number of pages14
JournalPsychology in the Schools
Issue number4
StatePublished - Apr 2019
Externally publishedYes


  • academic self-efficacy
  • academic socialization
  • educational expectations
  • Latino adolescents
  • parent–school involvement

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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