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Autor:
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 , 1405-1422

URL des Volltextes:
https://onlinelibrary.wiley.com/doi/full/10.1111/cdev.12809

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Familie, Typologie, Eltern, Einflussfaktor, Lernerfolg, Schüler, Gymnasium, Schuljahr 08, Schuljahr 09, Kind-Eltern-Beziehung, Unterstützung, Selbstkonzept, Interesse, Motivation, Verhalten, Überzeugung, Wahrnehmung, Mathematische Kompetenz, Schulnoten, Schülerleistung, Leistungstest, Hausaufgabenhilfe, Zeit, Befragung, Strukturgleichungsmodell, Latent-Class-Analyse, Baden-Württemberg, Deutschland


Abstract(englisch):
Using data from 1,571 ninth-grade students (Mage = 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. (DIPF/Orig.)


DIPF-Abteilung:
Bildungsqualität und Evaluation

Notizen:

last modified Nov 11, 2016