This study examines the relationship between parental educational expectations and adolescents' academic self-efficacy, as well as the moderating influence of parental academic socialization messages among Latino adolescents. The study involved 148 Latino parent-adolescent dyads, with most parents being mothers and the majority of adolescents being 13 or 14 years old. Adolescents reported their academic self-efficacy and perceptions of their parents' educational expectations, while parents reported on their academic socialization messages of shame/pressure and effort. The results suggest that parental educational expectations were positively associated with adolescent academic self-efficacy, particularly when parents transmitted fewer messages of shame/pressure and academic effort. These findings highlight the importance of the content and type of academic socialization messages within Latino families. The study also explores the role of three facets of parental involvement on adolescents' academic self-efficacy: (a) adolescents' perceptions of parents' educational expectations for them; (b) parental use of messages of shame/pressure to promote conformity to a particular academic standard; and (c) parental messages urging youth to apply effort to their school work. The study found that parental educational expectations were positively associated with academic self-efficacy, while messages of shame/pressure were negatively associated. Effort messages were positively associated with academic self-efficacy. The study also considered the influence of parental education and immigrant status on the results. The findings suggest that the content and type of academic socialization messages play a crucial role in shaping adolescents' academic self-efficacy. The study highlights the importance of understanding the nuances of parental academic socialization messages and their impact on adolescents' academic outcomes.This study examines the relationship between parental educational expectations and adolescents' academic self-efficacy, as well as the moderating influence of parental academic socialization messages among Latino adolescents. The study involved 148 Latino parent-adolescent dyads, with most parents being mothers and the majority of adolescents being 13 or 14 years old. Adolescents reported their academic self-efficacy and perceptions of their parents' educational expectations, while parents reported on their academic socialization messages of shame/pressure and effort. The results suggest that parental educational expectations were positively associated with adolescent academic self-efficacy, particularly when parents transmitted fewer messages of shame/pressure and academic effort. These findings highlight the importance of the content and type of academic socialization messages within Latino families. The study also explores the role of three facets of parental involvement on adolescents' academic self-efficacy: (a) adolescents' perceptions of parents' educational expectations for them; (b) parental use of messages of shame/pressure to promote conformity to a particular academic standard; and (c) parental messages urging youth to apply effort to their school work. The study found that parental educational expectations were positively associated with academic self-efficacy, while messages of shame/pressure were negatively associated. Effort messages were positively associated with academic self-efficacy. The study also considered the influence of parental education and immigrant status on the results. The findings suggest that the content and type of academic socialization messages play a crucial role in shaping adolescents' academic self-efficacy. The study highlights the importance of understanding the nuances of parental academic socialization messages and their impact on adolescents' academic outcomes.