Associations between the school-related beliefs of Mexican-American and Anglo-American mothers and children

Mexican-American and Anglo-American mothers' beliefs about their children's school related competence in the areas of academics and behavioral conduct, as well as their beliefs about their own academic competence, were assessed at the beginning of the children's kindergarten year. Mother-child dyads discussed the children's typical school experiences on four occasions during the school year, and children's beliefs were assessed at the end of the year. Pearson correlation coefficients indicated that strong associations between Anglo-American mothers' and children's beliefs existed, and partial correlation coefficients indicated that mother-child discourse contributed to many of these relations. Direct associations between mothers' and children's beliefs were not found for Mexican-American dyads, although mother-child discourse was linked to beliefs. The results suggest that dyads' conversations may serve as a means of transmitting beliefs about school-related competence, and that the this transmission may be more bidirectional in Mexican-American dyads.