The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach

Autor/inn/en	Häfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte M.; Nagengast, Benjamin; Trautwein, Ulrich
Titel	The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach
Quelle	In: Child Development, 89 (2018) 4, S.1405-1422 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12809
Schlagwörter	Family Characteristics; Outcomes of Education; Grade 9; Foreign Countries; Parents; Self Concept; Case Studies; Longitudinal Studies; Student Motivation; Academic Achievement; Statistical Analysis; Parent Student Relationship; Whites; Middle Class; Germany + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Eltern; Selbstkonzept; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulische Motivation; Schulleistung; Statistische Analyse; White; Weißer; Mittelschicht; Deutschland
Abstract	Using data from 1,571 ninth-grade students (M[subscript age] = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle-class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents' self-concept, child's need for support, and parents' time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross-sectional and longitudinal associations with students' motivational (self-concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self-concept and higher achievement than students from other family types. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01