Filipino Adolescents’ Parental Socialization for Academic Achievement in the United States

Different parental socialization practices tend to predict the academic achievement of european-and asian-american adolescents. This study explored the processes whereby parental socialization practices lead to filipino adolescents’ academic achievement. A sample of filipino students from san francisco (n = 535) of both genders (ages 11-19) completed questionnaire measures of a proposed structural equation model with the causal sequence: authoritative academic socialization, importance of family reputation, attribution of success, student involvement in studies and grade-point average (gpa). Structural equation analyses supported the hypothesized model with gpa as the dependent variable: family reputation and internal attribution were found to mediate the relation between authoritative parenting and gpa.