A comparative study of parental knowledge and adaptation of immigrant youth

Abstract In general, parental knowledge is known to support adolescents’ adaptation. Less is known about the role of parental knowledge in psychological (i.e., anxiety) and socio-cultural (i.e., school achievement) adaptation of adolescents with immigrant background, and how parental knowledge and social characteristics (i.e., gender, generational status, immigrant background, and family’ socioeconomic background) of immigrant adolescents jointly influence their adaptation outcomes. This study explores the role of adolescent-reported parental knowledge in explaining adaptation outcomes among first- and second-generation immigrant boys and girls from four different immigrant groups. The study utilizes the national Finnish School Health Promotion survey data (N = 2697, 45% female, M age = 15.6 years, SD = .91) and illustrates the complex relationship between parental knowledge and adolescents’ adaptation