Family and School Spillover in Adolescents' Daily Lives

Autor/inn/en	Flook, Lisa; Fuligni, Andrew J.
Titel	Family and School Spillover in Adolescents' Daily Lives
Quelle	In: Child Development, 79 (2008) 3, S.776-787 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2008.01157.x
Schlagwörter	Adolescents; Grade 9; High School Students; Student Problems; Family Problems; Anxiety; Mexican Americans; Chinese Americans; Whites; Student Journals; Longitudinal Studies; Academic Achievement; Grade 12 + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienproblem; Familienkrise; Angst; Hispanoamerikaner; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; White; Weißer; Studentenzeitung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	This study examined spillover between daily family stressors and school problems among 589 ninth-grade students (mean age = 14.9 years) from Mexican, Chinese, and European backgrounds. Spillover was examined using a daily diary methodology in which adolescents reported on their school and family experiences each day for 2 weeks. Analyses using hierarchical linear modeling revealed reciprocal spillover effects between adolescents' daily functioning in the family and school domains that spanned several days. Longitudinal analyses indicated that spillover between family stressors and school problems also occurs across the high school years, from 9th to 12th grade, and that both are predictive of poorer academic performance in 12th grade. These findings have practical implications for adolescents' academic achievement trajectories and general well-being. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10