ArticleJournal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)2016
Examining reciprocal influences among family climate, school attachment, and academic self-regulation: Implications for school success.
Article in Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43), 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- The Time-Varying Association Between Family Climate and Adolescent School Adjustment From 4Journal of youth and adolescence · 2025Article
- Promoting effective transitions: Primary school social-emotional competencies predict secondary school reading and numeracy achievement.The British journal of educational psychology · 2025Article
- ARCCH Model of Resilience: A Flexible Multisystemic Resilience Framework.International journal of environmental research and public health · 2022Article
- Longitudinal Associations Linking Elementary and Middle School Contexts with Student Aggression in Early Adolescence.Journal of abnormal child psychology · 2020Article
- Adolescents' Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender.International journal of environmental research and public health · 2019Article
- A Developmental Perspective on Young Adult Romantic Relationships: Examining Family and Individual Factors in Adolescence.Journal of youth and adolescence · 2018Article
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3 authors.
Funding
Abstract
Guided by family systems and ecological theories, this study examined the multicontextual implications of family, school, and individual domains for adolescents' school success. The first goal of this study was to examine reciprocal influences among family climate, school attachment, and academic self-regulation (ASR) during the middle school years. The second goal was to test the relative impact of each of these domains on adolescents' school adjustment and academic achievement after the transition to high school. We applied a cross-lag structural equation modeling approach to longitudinal data from 979 students in the 6th grade and their families, followed over 5 measurement occasions, from 6th through 9th grade. Controlling for family income, parent education, and adolescent gender, the results revealed reciprocal relationships between the family climate and school attachment over time; both of these factors were related to increases in ASR over time. In turn, ASR was a robust predictor of academic success, with unique associations with school adjustment and academic achievement. Family climate and school adjustment had modest to marginal associations with school adjustment, and no association with academic achievement. Applications of these findings for family school interventions are discussed. (PsycINFO Database Record
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