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

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The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities : A Longitudinal Investigation. / O’Donnell, Alexander W.; Redmond, Gerry; Arciuli, Joanne et al.

In: Exceptional Children, Vol. 89, No. 1, 01.10.2022, p. 60-78.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

O’Donnell, AW, Redmond, G, Arciuli, J, Robinson, S, Skattebol, J, Raghavendra, P, Thomson, C, Wang, JJJ & Emerson, E 2022, 'The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation', Exceptional Children, vol. 89, no. 1, pp. 60-78. https://doi.org/10.1177/00144029221087392

APA

O’Donnell, A. W., Redmond, G., Arciuli, J., Robinson, S., Skattebol, J., Raghavendra, P., Thomson, C., Wang, J. J. J., & Emerson, E. (2022). The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation. Exceptional Children, 89(1), 60-78. https://doi.org/10.1177/00144029221087392

Vancouver

O’Donnell AW, Redmond G, Arciuli J, Robinson S, Skattebol J, Raghavendra P et al. The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation. Exceptional Children. 2022 Oct 1;89(1):60-78. Epub 2022 Apr 24. doi: 10.1177/00144029221087392

Author

O’Donnell, Alexander W. ; Redmond, Gerry ; Arciuli, Joanne et al. / The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities : A Longitudinal Investigation. In: Exceptional Children. 2022 ; Vol. 89, No. 1. pp. 60-78.

Bibtex

@article{85fb80358290411ea2b62e1f1b120b6b,
title = "The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation",
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.",
keywords = "Developmental and Educational Psychology, Education",
author = "O{\textquoteright}Donnell, {Alexander W.} and Gerry Redmond and Joanne Arciuli and Sally Robinson and Jennifer Skattebol and Parimala Raghavendra and Cathy Thomson and Wang, {Joanna J. J.} and Eric Emerson",
year = "2022",
month = oct,
day = "1",
doi = "10.1177/00144029221087392",
language = "English",
volume = "89",
pages = "60--78",
journal = "Exceptional Children",
issn = "0014-4029",
publisher = "Sage Publications",
number = "1",

}

RIS

TY - JOUR

T1 - The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities

T2 - A Longitudinal Investigation

AU - O’Donnell, Alexander W.

AU - Redmond, Gerry

AU - Arciuli, Joanne

AU - Robinson, Sally

AU - Skattebol, Jennifer

AU - Raghavendra, Parimala

AU - Thomson, Cathy

AU - Wang, Joanna J. J.

AU - Emerson, Eric

PY - 2022/10/1

Y1 - 2022/10/1

N2 - 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.

AB - 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.

KW - Developmental and Educational Psychology

KW - Education

U2 - 10.1177/00144029221087392

DO - 10.1177/00144029221087392

M3 - Journal article

VL - 89

SP - 60

EP - 78

JO - Exceptional Children

JF - Exceptional Children

SN - 0014-4029

IS - 1

ER -