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

Autor/inn/en	O'Donnell, Alexander W.; Redmond, Gerry; Arciuli, Joanne; Robinson, Sally; Skattebol, Jennifer; Raghavendra, Parimala; Thomson, Cathy; Wang, Joanna J. J.; Emerson, Eric
Titel	The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation
Quelle	In: Exceptional Children, 89 (2022) 1, S.60-78 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Donnell, Alexander W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221087392
Schlagwörter	Parent Attitudes; Expectation; Equal Education; Students with Disabilities; Student Participation; Preadolescents; Secondary School Students; Foreign Countries; Socioeconomic Status; Individual Characteristics; Academic Achievement; Australia + Suchen Sie Ihr Suchwort? Elternverhalten; Expectancy; Erwartung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Pre-adolescence; Präadoleszenz; Sekundarschüler; Ausland; Socio-economic status; Sozioökonomischer Status; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schulleistung; Australien
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01