Work Valence as a Predictor of Academic Achievement in the Family Context

This study asserts a theoretical model of academic and work socialization within the family setting. The presumed associations between parents\u2019 work valences, children\u2019s work valences and valence perceptions, and children\u2019s academic interest and achievement are tested. The results suggest that children\u2019s perceptions of parents mediate the relationship between parents\u2019 and children\u2019s self-reported work valences and children\u2019s work valences are, in turn, associated with academic interest and achievement. The results also demonstrate the moderating role of gender, with an indication of parental socialization to work occurring within same-sex parent\u2013 child dyads that is not reflected in cross-sex dyads. Implications and limitations of this study are discussed with a special emphasis on the relatively weak association between parents\u2019 self-reported work valence and their children\u2019s perception of them