“…Although several conceptualizations could be presented explicating proposed relationships of psychosocial factors to academic and behavioral functioning, a presentation of that magnitude is beyond the scope of this article (for reviews, see Barbarin, 1983;Bronfenbrenner, 1979;Christenson, Rounds, & Gorney, 1992;Cunningham & Spencer, 2000;Garcia Coll et al, 1996;McLoyd, 1990;Slaughter & Epps, 1987). In general, these conceptualizations appear to converge on the postulation that academic and behavioral functioning are influenced by parenting practices (Chapman & Mullis, 1999;Clark, Novak, & Dupree, 2002;Johnson & Pandina, 1991;McAdoo & McAdoo, 2001;Paulson, Marchant, & Rothlisberg, 1998), youth attitudes (Eccles & Wigfield, 1985;Jessor, Turbin, & Costa, 1998;Jorgensen, 1976), and types of peer associations (Brendgen, Vitaro, Turgeon, & Poulin, 2002;Dekovic, 1999;Ellenbogen & Chamberland, 1997;Ge, Brody, Conger, Simons, & Murray, 2002;Gonzales, Cauce, Friedman, & Mason, 1996;Jessor et al, 1998). From a social learning perspective, youth learn affective and behavioral regulatory strategies via observing the actions of such models as parents and peers.…”