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Article: Will I get there? Effects of parental support on children's possible selves

TitleWill I get there? Effects of parental support on children's possible selves
Authors
Issue Date2014
Citation
British Journal of Educational Psychology, 2014, v. 84 n. 3, p. 435-453 How to Cite?
AbstractBackground Imagining one's future self is a hallmark of adolescence. But imagining is not enough; adolescents must feel that this future is plausibly likely and take action, which may require pragmatic support from parents. Prior research has examined the effect of parental aspirations and expectations on children's possible self, not the effect of their support. Aims Therefore, this study assessed the role of parental support on youths’ possible selves, strategies, and subjective likelihood of attaining possible selves. Sample A representative sample of Hong Kong Chinese secondary students aged 12–20 (N = 3,078). Methods Students responded to an in-class questionnaire. Responses were analysed using generalized linear mixed models and linear mixed models. Results Content of hoped-for possible selves was mostly about school and career. Content of feared possible selves was more diverse. Girls had more school- and career-focused possible selves and were more likely to have strategies to attain their positive and avoid their negative possible selves. Students reporting more pragmatic support (‘If I need to know something about the world, I can ask my parent about it’) from parents had more school- and career-focused possible selves and were more likely to believe they could attain their hoped-for and avoid their feared possible selves and to report having at least one strategy to do so. Conclusions Parental pragmatic support provides students a secure base to engage in their future generally and in their school- and career-focused future in particular.
Persistent Identifierhttp://hdl.handle.net/10722/204923
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZhu, Sen_US
dc.contributor.authorTse, SSKen_US
dc.contributor.authorCheung, SHen_US
dc.contributor.authorOyserman, Den_US
dc.date.accessioned2014-09-20T01:04:43Z-
dc.date.available2014-09-20T01:04:43Z-
dc.date.issued2014en_US
dc.identifier.citationBritish Journal of Educational Psychology, 2014, v. 84 n. 3, p. 435-453en_US
dc.identifier.urihttp://hdl.handle.net/10722/204923-
dc.description.abstractBackground Imagining one's future self is a hallmark of adolescence. But imagining is not enough; adolescents must feel that this future is plausibly likely and take action, which may require pragmatic support from parents. Prior research has examined the effect of parental aspirations and expectations on children's possible self, not the effect of their support. Aims Therefore, this study assessed the role of parental support on youths’ possible selves, strategies, and subjective likelihood of attaining possible selves. Sample A representative sample of Hong Kong Chinese secondary students aged 12–20 (N = 3,078). Methods Students responded to an in-class questionnaire. Responses were analysed using generalized linear mixed models and linear mixed models. Results Content of hoped-for possible selves was mostly about school and career. Content of feared possible selves was more diverse. Girls had more school- and career-focused possible selves and were more likely to have strategies to attain their positive and avoid their negative possible selves. Students reporting more pragmatic support (‘If I need to know something about the world, I can ask my parent about it’) from parents had more school- and career-focused possible selves and were more likely to believe they could attain their hoped-for and avoid their feared possible selves and to report having at least one strategy to do so. Conclusions Parental pragmatic support provides students a secure base to engage in their future generally and in their school- and career-focused future in particular.en_US
dc.languageengen_US
dc.relation.ispartofBritish Journal of Educational Psychologyen_US
dc.titleWill I get there? Effects of parental support on children's possible selvesen_US
dc.typeArticleen_US
dc.identifier.emailTse, SSK: samsont@hku.hken_US
dc.identifier.emailCheung, SH: singhang@hku.hken_US
dc.identifier.authorityTse, SSK=rp00627en_US
dc.identifier.authorityCheung, SH=rp00590en_US
dc.identifier.doi10.1111/bjep.12044en_US
dc.identifier.pmid25259391-
dc.identifier.hkuros239346en_US
dc.identifier.hkuros245290-
dc.identifier.volume84en_US
dc.identifier.spage435en_US
dc.identifier.epage453en_US
dc.identifier.isiWOS:000340537300006-

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