Actual and perceived parental social status: effects on adolescent self-concept.
This paper proposes a model in which parental social status (PSS) and perceived parental social status (PEPSS) affect adolescent self-concept in distinct ways: PSS affects school achievement and consequently self-concept in the academic domain, whereas PEPSS affects self-concept in the social domain. Two studies of Israeli high school students (N = 569), one on kibbutz and one on urban youth, were carried out. PSS was measured by father's education and occupation, and PEPSS by a new scale. Academic and social self-concepts were tapped by Marsh's SDQ II in the urban sample, and by a combination of the latter and Harter's SPPA in the kibbutz sample. The findings supported the model with one exception: in the urban setting, PSS was not related to academic self-concept. The findings rejected a model underlying the theory of Rosenberg and Pearlin, in which perceived parental social status mediates the effect of parental social status on adolescent self-concept.
D000293:Adolescent; D000294:Adolescent Behavior; D004522:Educational Status; D005260:Female; D006801:Humans; D007557:Israel; D007585:Jews; D008297:Male; D015999:Multivariate Analysis; D010290:Parents; D011582:Psychological Theory; D012649:Self Concept; D012923:Social Class; D014505:Urban Population