Academic Success of Appalachian Adolescents: The Impact of Parental Authority and Familism

Title:	Academic Success of Appalachian Adolescents: The Impact of Parental Authority and Familism
Author:	Deaton, Melissa Jo
Description:	The purpose of this study was to explore how measures of academic success were predicted by familism and five dimensions of perceived parental authority (referent, legitimate, expert, reward, and coercive) in a sample of rural Appalachian adolescents. 707 students from two rural Appalachian high schools in northern Kentucky and southern Ohio participated. Multiple linear regression analysis was used to determine predictive significance of referent authority, legitimate authority, expert authority, reward authority, coercive authority, and familism on academic achievement and educational aspirations. Legitimate authority was the strongest predictor of academic success, confirming previous studies that found adolescents believe parents have legitimate authority over current and future educational plans. Referent authority was found to be significant, but negative, in the paternal model and expert authority was found to be a negative predictor of boys’ educational aspirations in the maternal model. Familism failed to predict academic success in any of the statistical models.
Permanent Link:	http://rave.ohiolink.edu/etdc/view?acc_num=miami1228165397 http://hdl.handle.net/2374.OX/108452
Date:	2008

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