A Longitudinal Daily Diary Study of Family Assistance and Academic Achievement Among Adolescents from Mexican,Chinese, and European Backgrounds |
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| Authors: | Eva H. Telzer Andrew J. Fuligni |
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| Affiliation: | (1) Department of Psychology, University of California, 1285, Franz Hall, Los Angeles, CA 90095-1563, USA;(2) Center for Culture and Health, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, CA, USA |
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| Abstract: | A longitudinal daily diary method was employed to examine the implications of family assistance for the academic achievement
of 563 adolescents (53% female) from Mexican (n = 217), Chinese (n = 206), and European (n = 140) backgrounds during the high school years (mean age 14.9 years in 9th grade to 17.8 years in 12th grade). Although
changes in family assistance time within individual adolescents were not associated with simultaneous changes in their Grade
Point Averages (GPAs), increases in the proportion of days spent helping the family were linked to declines in the GPAs of
students from Mexican and Chinese backgrounds. The negative implications of spending more days helping the family among these
two groups was not explained by family background factors or changes in study time or school problems. These results suggest
that the chronicity rather than the amount of family assistance may be difficult for adolescents from Mexican and Chinese
backgrounds.
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| Keywords: | Family assistance Academic achievement Ethnically diverse adolescents |
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