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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:
