Top

Gepubliceerd in:

01-02-2006 | Original Paper

Family Functioning and School Success in At-Risk, Inner-City Adolescents

Auteurs: Diane Annunziata, Aaron Hogue, Leyla Faw, Howard A. Liddle

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 1/2006

Abstract

The relation between family functioning and school success was examined in 211 at risk, African American, inner city adolescents attending middle school (grades 6–8). Interviews with adolescents and caregivers yielded data on family cohesion, parental monitoring, and school engagement; school records provided data on grade point average. Results showed that both family cohesion and parental monitoring predicted school engagement, but neither family characteristic predicted GPA. Important gender differences also emerged. For boys only, the relation between family cohesion and school engagement was stronger when parental monitoring was high. For girls only, the effects of cohesion and monitoring on school engagement were additive: girls with both high family cohesion and high parental monitoring were most likely to be engaged in school. These findings extend the research base on family protective factors for antisocial behavior in young adolescents. Implications for future examination of family process characteristics in high-risk adolescents are discussed.

vorige artikel Depressive Symptoms, Stress, and Support: Gendered Trajectories From Adolescence to Young Adulthood

volgende artikel Socioeconomic Context, Social Support, and Adolescent Mental Health: A Multilevel Investigation

Aiken, L. S., and West, S. G. (1991). Multiple Regression: Testing and Interpreting Interactions. Sage, Newbury Park.

Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. J. Early Adolesc. 11(1): 56–95.CrossRef

Brooks-Gunn, J., and Furstenberg, F. (1989). Adolescent sexual behavior. Am. Psychol. 44: 163–190.CrossRef

Clark, M. L. (1991). Social identity, peer relations, and academic competence of African-American adolescents. Educ. Urban Soc. 24: 41–52.CrossRef

Connell, J. P., Halpern-Felsher, B. L., Clifford, E., Crichlow, W., and Usinger, P. (1995). Hanging in there: Behavioral, psychological and contextual factors affecting whether African American adolescents stay in high school. J. Adolesc. Res. 10: 41–63.CrossRef

Dakof, G. A. (1996). Meaning and measurement of family: Comment on Gorman-Smith et al. (1996). J. Fam. Psychol. 10: 142–146.CrossRef

De Bruyn, E. H., Deković, M., and Meijnen, G. W. (2003). Parenting, goal orientations, classroom behavior, and school success in early adolescence. Appl. Dev. Psychol. 24: 393–412.CrossRef

Dishion, T. J., and McMahon, R. J. (1998). Parental monitoring and the prevention of child and adolescent problem behavior: A conceptual and empirical formulation. Clin. Child and Fam. Psychol. Rev. 1: 61–75.CrossRef

Dryfoos, J. G. (1990). Adolescents at Risk: Prevalence and Prevention. Oxford University Press, New York.

Eccles, J. S., Wigfield, A., and Schiefele, U. (1998). Motivation to succeed. In Damon, W., and Eisenberg, N. (eds.), Handbook of child Psychology: Vol. 3. Social, Emotional, and Personality Development. Wiley, New York, pp. 1017–1095.

Finn, J. D., and Rock, D. A. (1997). Academic success among students at risk for school failure. J. Appl. Psychol. 82: 221–234.PubMedCrossRef

Fletcher, A. C., Darling, N. E., Steinberg, L., and Dornbusch, S. M. (1995). The company they keep: Relation of adolescents’ adjustment and behavior to their friends’ perceptions of authoritative parenting in the social network. Dev. Psychol. 31: 300–310.CrossRef

Florsheim, P., Tolan, P., and Gorman-Smith, D. (1998). Family relationships, parenting practices, the availability of male family members, and the behavior of inner-city boys in single-mother and two-parent families. Child Dev. 69: 1437–1447.PubMedCrossRef

Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Rev. Educ. Res. 74: 59–109.CrossRef

Garmezy, N. (1985). Stress-resistant children: The search for protective factors. In Stevenson, J. E. (ed.), Recent Research in Developmental Psychopathology. Pergamon Press, Oxford, pp. 213–233.

Gorman-Smith, D., and Tolan, P. (1998). The role of exposure to community violence and developmental problems among inner-city youth. Dev. Psychopathol. 10: 101–116.PubMedCrossRef

Gorman-Smith, D., Tolan, P. H., Zelli, A., and Huesmann, R. (1996). The relation of family functioning to violence among inner-city minority youths. J. Fam. Psychol. 10: 115–129.CrossRef

Hill, N. E., and Craft, S. A. (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. J. Educ. Psychol. 95: 74–83.CrossRef

Linver, M. R., and Silverberg, S. B. (1997). Maternal predictors of early adolescent achievement-related outcomes: Adolescent gender as moderator. J. Early Adolesc. 17: 294–318.CrossRef

Maddox, S. J., and Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clin. Child and Fam. Psychol. Rev. 6: 31–49.CrossRef

Marchant, G. J., Paulson, S. E., and Rothlisberg, B. A. (2001). Relations of middle school students’ perceptions of family and school contexts with academic achievement. Psychol. Sch. 38: 505–519.CrossRef

Mason, C. A., Cauce, C. A., and Gonzales, N. (1997). Parents and peers in the lives of African-American adolescents: An interactive approach to the study of problem behavior. In Taylor, R. W., and Wang, M. C. (eds.), Social and Emotional Adjustment and Family Relations in Ethnic Minority Families. Lawrence Erlbaum, Mahwah, NJ, pp. 35–98.

McLoyd, V. C. (1990). The impact of economic hardship on Black families and children: Psychological distress, parenting, and socioemotional development. Child Dev. 61: 311–346.PubMedCrossRef

McLoyd, V. C. (1998). The impact of poverty and low socioeconomic status on the socioemotional functioning of African-American children and adolescents: Mediating effects. In Taylor, R. D., and Wang, M. C. (eds.), Social and Emotional Adjustment and Family Relations in Ethnic Minority Families. Lawrence Erlbaum, Mahwah, NJ, pp. 7–34.

Newcomb, M. D., and Bentler, P. M. (1998). Consequences of Adolescent Drug Abuse: Impact on the Lives of Young Adults. Sage, Newbury Park, CA.

Osborne, J. W. (1997). Race and academic disidentification. J. Educ. Psychol. 89: 728–735.CrossRef

Pittman, L. D., and Chase-Lansdale, P. L. (2001). African American adolescent girls in impoverished communities: Parenting style and adolescent outcomes. J. Res. Adolesc. 11: 199–224.CrossRef

Richards, M. H., Miller, B. V., O’Donnell, P. C., Wasserman, M. S., and Colder, C. (2004). Parental monitoring mediates the effects of age and sex on problem behaviors among African American urban young adolescents. J. Youth Adolesc. 33: 221–233.CrossRef

Roeser, R. W., Eccles, J. S., and Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Dev. Psychopathol. 10: 321–352.PubMedCrossRef

Seidman, E., Allen, L., Aber, J. L., Mitchell, C., Feinman, J., Yoshikawa, H., Comtois, K. A., Golz, J., Miller, R. L., Ortiz-Torres, B., and Roper, G. C. (1995). Development and validation of adolescent-perceived microsystem scales: Social support, daily hassles, and involvement. Am. J. Community Psychol. 23: 355–388.PubMedCrossRef

Sirin, S. R., and Rogers-Sirin, L. (2004). Exploring school engagement of middle-class African American adolescents. Youth and Soc. 35: 323–340.CrossRef

Sirin, S. R., and Rogers-Sirin, L. (2005). Components of school engagement among African American adolescents. Appl. Dev. Sci. 9: 5–13.CrossRef

Smetana, J., and Chuang, S. (2001). Middle-class African American parents’ conceptions of parenting in early adolescence. J. Res. Adolesc. 11: 177–198.CrossRef

Steinberg, L. (with Brown, B. B., and Dornbusch, S. M.). (1997). Beyond the Classroom: Why School Reform has Failed and What Parents Need to Do. Touchstone, New York.

Steinberg, L., Dornbusch, S. M., and Brown, B. B. (1992a). Ethnic differences in adolescent achievement: An ecological perspective. Am. Psychol. 47: 723–729.PubMedCrossRef

Steinberg, L., Lamborn, S. D., Darling, N., and Dornbusch, S. M. (1994). Over-time changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Dev. 65: 754–770.PubMedCrossRef

Steinberg, L., Lamborn, S. D., Dornbusch, S. M., and Darling, N. (1992b). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Dev. 63: 1266–1281.PubMedCrossRef

Taylor, R. D. (1996). Adolescents’ perceptions of kinship support and family management practices: Association with adolescent adjustment in African American families. Dev. Psychol. 32: 687–695.CrossRef

Taylor, L. C., Clayton, J. D., and Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children's school-related development in the early years. Rev. Gen. Psychol. 8: 163–178.CrossRef

Taylor, R. D., and Lopez, E. I. (2005). Family management practice, school achievement, and problem behavior in African-American adolescents: Mediating processes. Appl. Dev. Psychol. 26: 39–49.CrossRef

Tolan, P. H., Gorman-Smith, D., Zelli, A., and Huesmann, R. (1997a). Assessment of family relationship characteristics: A measure to explain risk for antisocial behavior and depression among urban youth. Psychol. Assess. 9: 212–223.CrossRef

Tolan, P. H., Guerra, N. G., and Montaini-Klovdahl, L. R. (1997b). Staying out of harm's way: Coping and the development of inner-city children. In Wolchik, S., and Sandler, I. (eds.), Handbook of Children's Coping: Linking Theory and Intervention. Plenum, New York, pp. 453–479.

Vazsonyi, A. T., and Pickering, L. E. (2003). The importance of family and school domains in adolescent deviance: African American and Caucasian youth. J. Youth Adolesc. 32: 115–128.CrossRef

Wang, M. C., and Gordon, E. W. (1994). Educational Resilience in Inner-City America: Challenges and Prospects. Erlbaum, Hillsdale, New Jersey.

Wehlage, G. G., and Smith, G. A. (1992). Building new programs for students at risk. In Newmann, F. M. (ed.), Student Engagement and Achievement in American secondary Schools. Teachers College Press, New York, pp. 153–181.

Weist, M. D., Freedman, A. H., Paskewitz, D. A., Proescher, E. J., and Flaherty, L. T. (1995). Urban youth under stress: Empirical identification of protective factors. J. Youth Adolesc. 24: 705–721.CrossRef

Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. J. Educ. Psychol. 89: 411–419.CrossRef

Wentzel, K. R., and McNamara, C. C. (1999). Interpersonal relationships, emotional distress, and prosocial behavior in middle school. J. Early Adolesc. 114–125.

Wilson, M. N. (1995). African American Family Life: Its Structural and Ecological Aspects. Jossey-Bass, San Francisco.

Titel: Family Functioning and School Success in At-Risk, Inner-City Adolescents
Auteurs: Diane Annunziata
Aaron Hogue
Leyla Faw
Howard A. Liddle
Publicatiedatum: 01-02-2006
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 1/2006
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-005-9016-3

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2006

Depressive Symptoms, Stress, and Support: Gendered Trajectories From Adolescence to Young Adulthood

Socioeconomic Context, Social Support, and Adolescent Mental Health: A Multilevel Investigation

Psychosocial Resources in First-Year University Students: The Role of Identity Processes and Social Relationships

Developmental Differences in Adolescents’ and Young Adults’ Use of Mothers, Fathers, Best Friends, and Romantic Partners to Fulfill Attachment Needs

Coping With Relationship Stressors: The Impact of Different Working Models of Attachment and Links to Adaptation

Shyness, Sociability, and Parental Support for the College Transition: Relation to Adolescents’ Adjustment