{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/105784"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/105784","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Mothers’ perceptions of the climate of their children’s schools: Covariations with children’s academic adjustment in families of Mexican origin","abstract":"Although Latinx parents’ perceptions of the climate of their children’s schools may play a role in their children’s academic adjustment, research examining this idea has been sparse. Every 2 years beginning when their children were in 5th grade until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multi-level modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school; mothers’ perceptions contributed to children’s educational expectations only in high school. Findings highlight the importance of schools in creating welcoming environments for Mexican-origin parents.","abstract_html":"Although Latinx parents’ perceptions of the climate of their children’s schools may play a role in their children’s academic adjustment, research examining this idea has been sparse. Every 2 years beginning when their children were in 5th grade until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multi-level modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school; mothers’ perceptions contributed to children’s educational expectations only in high school. Findings highlight the importance of schools in creating welcoming environments for Mexican-origin parents.","abstract_has_math":false,"creators":["Lin, Lynda C."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Pomerantz, Eva M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-11-26T20:49:20Z","date_published":"2019-11-26T20:49:20Z","updated_at":"2026-07-22T22:24:45Z","subjects":["Parent perceptions of school","Mexican-origin families","Academic adjustment"],"languages":["en"],"rights":["Copyright 2019 Lynda Lin"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/105784","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pomerantz, Eva M."]},{"key":"dc:creator","label":"Author","values":["Lin, Lynda C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-11-26T20:49:20Z","2021-11-27T10:15:16Z","2019-07-08","2019-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Parent perceptions of school","Mexican-origin families","Academic adjustment"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Lynda Lin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/105784"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Although Latinx parents’ perceptions of the climate of their children’s schools may play a role in their children’s academic adjustment, research examining this idea has been sparse. Every 2 years beginning when their children were in 5th grade until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multi-level modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school; mothers’ perceptions contributed to children’s educational expectations only in high school. Findings highlight the importance of schools in creating welcoming environments for Mexican-origin parents.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2021-08-01","The student, Lynda Lin, accepted the attached license on 2019-07-03 at 21:57.","The student, Lynda Lin, submitted this Thesis for approval on 2019-07-03 at 22:12.","This Thesis was approved for publication on 2019-07-08 at 11:21.","DSpace SAF Submission Ingestion Package generated from Vireo submission #14167 on 2019-11-26 at 13:04:27","Made available in DSpace on 2019-11-26T20:49:20Z (GMT). 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Every 2 years beginning when their children were in 5th grade until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multi-level modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school; mothers’ perceptions contributed to children’s educational expectations only in high school. 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No. of bitstreams: 2 LIN-THESIS-2019.pdf: 478181 bytes, checksum: adfa74776a2190cfa0c7e0a9488d6eaa (MD5) LICENSE.txt: 4206 bytes, checksum: ec14075fed66f696db7db5d89e2ecae1 (MD5) Previous issue date: 2019-07-08","Embargo set by: Seth Robbins for item 112929 Lift date: 2021-11-26T20:49:41Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 112929 on 2021-11-27T10:15:16Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/105784"],"dc:language":["en"],"dc:rights":["Copyright 2019 Lynda Lin"],"dc:subject":["Parent perceptions of school","Mexican-origin families","Academic adjustment"],"dc:title":["Mothers’ perceptions of the climate of their children’s schools: Covariations with children’s academic adjustment in families of Mexican origin"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:45Z"}