Abstract
The purpose of this study is to assess the potential impact of various aspects of supportive messages from parents/primary caregivers on the decision to stay in or drop out of high school. Specifically, the relationships between the number, valence, and helpfulness of the messages, as well as type of support and message framing with educational achievement were investigated. Eighty respondents completed in-depth interviews about their experiences in high school. Ordinal regression was used to assess the relationships posited in the three research questions. Limitations and directions for future research are discussed.
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