The family–study interface and academic outcomes: Testing a structural model.

Meeuwisse, Marieke; Born, Marise Ph.; Severiens, Sabine

doi:10.1037/a0024420

Cited by 15 publications

(29 citation statements)

References 42 publications

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“…Meeuwisse, Severiens, and Born (2010) found that family-to-university conflict and facilitation were influenced by family involvement and support, and conflict (negatively) and facilitation (positively) were then related to effort. Others showed that core self-evaluations and proactive personality were antecedents to both work-university conflict and enrichment, and had direct and indirect effects (via conflict and facilitation) on university attendance, GPA, and satisfaction, and work performance and satisfaction, in the expected directions (McNall & Michel, 2011).…”

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confidence: 93%

Working while studying at university: The relationship between work benefits and demands and engagement and well-being

Creed

French

Hood

2015

Journal of Vocational Behavior

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We tested a role-conflict, depletion, and enrichment model, in which work-based benefits (enabling resources, psychological rewards, and psychological involvement) and work-based demands (time-, strain-, and behaviour-based demands, and hours worked) were antecedents to work-university conflict and work-university facilitation, which, in turn, were antecedent to students' academic engagement (dedication and vigour) and well-being (general and contextspecific feelings about university). We also tested whether conflict and facilitation acted as mediators in the relationships between benefits and demands and the outcomes of engagement and well-being. The hypotheses were tested using 185 university students (77% female; mean age = 22.7 years) who were working while studying. Work-based benefits (enabling resources, rewards, and involvement) were associated with higher work-university facilitation; more time demands and fewer psychological rewards were associated with more work-university conflict; facilitation was associated with more engagement (dedication) and general well-being; and conflict was associated with more negative feelings towards the university. There were no mediation effects. Working while studying is related to students' engagement and well-being, although modest effects were explained by role-conflict theory.

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confidence: 93%

Working while studying at university: The relationship between work benefits and demands and engagement and well-being

Creed

French

Hood

2015

Journal of Vocational Behavior

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“…There is an increasing body of literature discussing the role of immigrant parents and the educational mobility of their children (See Crul and Doomernik, 2003;Keskiner, 2013;Louie, 2012;Meeuwisse, Born and Severiens, 2011;Portes and Fernández-Kelly, 2008). In the Netherlands when guest worker migrants abandoned their return plan to their country of origin and started to become aware of the relevance of educational credentials for achieving upward social mobility, they adjusted their ambitions for their children accordingly.…”

Section: Second Generation and Supportmentioning

confidence: 99%

Passing the torch to a new generation: Educational support types and the second generation in the Netherlands

Rezai

Crul

Severiens

et al. 2015

CMS

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This study is based on 86 in-depth interviews with second-generation people of Turkish and Moroccan background in the Netherlands who have achieved upward educational mobility. We used an inductive approach to analyze their perceptions with respect to received parental educational support and the educational support they provided to the younger generation. House's (1981) social support typology was applied combined with a body of literature on immigrant aspirations and educational success of children of immigrants. Despite lacking informational support the interviewees value the received parental support, consisting of emotional and instrumental support. Their higher education, familiarity with the Dutch education system, socialization with the dominant culture, and received parental support influence their giving of support, which mainly consists of informational support.

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“…We made use of the conceptual model of the family-study interface (Meeuwisse et al, 2011;Figure 1). In this model, the family-study interface is defined as the extent to which family life affects the ability of students to meet study- related demands and responsibilities in both a positive (i.e" facil itation) and a negative (i.e., conflict) way.…”

Section: Ethnic Differences In Interrole Conflict and Facilitationmentioning

confidence: 99%

The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students.

Meeuwisse

Born

Severiens

2014

Cultural Diversity & Ethnic Minority Psychology

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The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N = 342) and ethnic majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that ethnic minority students reported less study effort and earned lower grades compared with ethnic majority students. Regarding the family-study interface, ethnic minority students reported more family-study conflict than did ethnic majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than ethnic majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.

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The family–study interface and academic outcomes: Testing a structural model.

Cited by 15 publications

References 42 publications

Working while studying at university: The relationship between work benefits and demands and engagement and well-being

Working while studying at university: The relationship between work benefits and demands and engagement and well-being

Passing the torch to a new generation: Educational support types and the second generation in the Netherlands

The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students.

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