Examining reciprocal influences among family climate, school attachment, and academic self-regulation: Implications for school success.

Abstract

Guided by family systems and ecological theories, this study examined the multi-contextual implications of family, school, and individual domains for adolescents' school success. The first goal of this study was to examine reciprocal influences among family climate, school attachment, and academic self-regulation (ASR) during the middle school years. The second goal was to test the relative impact of each of these domains on adolescents' school adjustment and academic achievement after the transition to high school. We applied a cross-lag structural equation modeling approach to longitudinal data from 979 6th grade students and their families, followed over five measurement occasions, from 6th through 9th grade. Controlling for family income, parent education, and adolescent gender, the results revealed reciprocal relationships between the family climate and school attachment over time; both of these factors were related to increases in ASR over time. In turn, ASR was a robust predictor of academic success, with unique associations with school adjustment and academic achievement. Family climate and school adjustment had modest to marginal associations with school adjustment, and no association with academic achievement. Applications of these findings for family-school interventions are discussed.

Parental Involvement in Mexican Elementary Students’ Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

“…In the academic context psychological resources refer to beliefs, skill, and personality factors that influence how children manage an academic task (Donaldson et al, 2011;Taylor & Stanton, 2007). Both academic self-efficacy and self-regulated learning are critical psychological resources related to children's academic achievement (Lee & Jonson-Reid, 2016;Xia et al, 2016).…”

A Developmental Perspective on Young Adult Romantic Relationships: Examining Family and Individual Factors in Adolescence

“…Conversely, adolescents’ skills, such as positive engagement and assertiveness, would evoke greater family harmony and effective parenting (e.g., Ackerman et al 2011; Liu and Guo 2010). Although reciprocal influences are frequently theorized in the family domain, few longitudinal studies explicitly test them (Xia et al 2016). By conducting an explicit test of transactional effects among family interactions and adolescents’ interpersonal skills, this study can provide new insights into proximal processes that may later affect young adult romantic relationship competence and violence.…”

Ebeveyn Tutumlarının Ergenlerin Akademik Güdülenme Düzeyleri Üzerindeki Yordayıcı Etkisi

“…Yine başka bir çalışmada ebeveyn gözlemciliğinin gençlerin içsel motivasyonunu artırdığı ve okuldaki sorunları azalttığı rapor edilmektedir (Rodríguez, Piñeiro, Gómez-Taibo, Regueiro, Estévez ve Valle, 2017). Ergenlerin, ebeveynler ile daha sıcak ve destekleyici ilişkiler bağlamında yüksek ebeveyn gözlem düzeyleri bildirdikleri zaman, öğrenme, okul yeteneklerine güven duyma ve okulda daha az davranışsal zorluk yaşama gösterme eğiliminde oldukları belirtilmektedir (Maltais ve diğerleri, 2017;Xia, Fosco ve Feinberg, 2016).…”