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Autor/inn/en | Meeuwisse, Marieke; Born, Marise Ph.; Severiens, Sabine E. |
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Titel | The Family-Study Interface and Academic Outcomes: Testing a Structural Model |
Quelle | In: Journal of Educational Psychology, 103 (2011) 4, S.982-990 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/a0024420 |
Schlagwörter | Grade Point Average; Structural Equation Models; Conflict; Academic Achievement; Universities; Investigations; Correlation; Family School Relationship; Identification; Predictor Variables; Foreign Countries; Netherlands |
Abstract | Expanding on family-work and work-study models, this article investigated a model for family-study conflict and family-study facilitation. The focus of the study was the relationship of family-study conflict and family-study facilitation with students' effortful behaviors and academic performance among a sample of university students (N = 1,656). Model tests using structural equation modeling identified participation in family activities, family social support, and involvement with family as antecedents of both family-study conflict and family-study facilitation. In turn, family-study conflict was negatively related to study effort, and family-study facilitation positively contributed to students' study effort. Effort positively predicted students' grade point average. (Contains 2 tables and 2 figures.) (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |