Two-Parent, Step-Parent, and Single-Parent Families: Changes in Achievement, Attitudes and Behaviors during the Last Two Years of High School.

Autor/in	Marsh, Herbert W.
Titel	Two-Parent, Step-Parent, and Single-Parent Families: Changes in Achievement, Attitudes and Behaviors during the Last Two Years of High School.
Quelle	(1989), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College Bound Students; Comparative Analysis; Family Structure; High School Students; High Schools; Higher Education; Nuclear Family; One Parent Family; Parent Child Relationship; Self Esteem; Stepfamily; Student Attitudes; Student Behavior + Suchen Sie Ihr Suchwort? Schulleistung; Familienkonstellation; Familiensystem; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kleinfamilie; Single parent family; Ein-Eltern-Familie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Student behaviour
Abstract	As part of the High School and Beyond study, a large nationally representative sample of students was asked whether they lived with their mother, a stepmother, their father, or a stepfather in their sophomore year and again in their senior year of high school. Family configurations consisting of two-parent, one-parent, and stepparent families were identified. Comparisons were made among these three family configurations when the configuration was stable during the last 2 years of high school and when the family configuration changed during this period. A total of 22 senior year and postsecondary outcomes (achievement test scores, school grades, course selection, absenteeism, self-esteem, aspirations, getting into trouble, attending college) were found to be related to different family configurations. After controlling for background variables (gender, race, socioeconomic status) and comparable sophomore outcomes, differences in family configurations had remarkably little effect on the senior year and postsecondary outcomes. This lack of effect was reasonably consistent across subgroups based on gender, race, religion, socioeconomic status, and other background variables. The results suggest that for a wide variety of outcome variables, growth and change during the last 2 years of high school are relatively unrelated to different family configurations. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01