The Role of Self-Efficacy, Family Support, Family Affection, and Family Conflict on Adolescent Academic Performance.
Year: 2009
Type: article
Study design: Observational Study
Abstract: The Department of Education funded this study as a part of a larger longitudinal study to examine the relationship between the role of family environment factors and academic performance among adolescents. The participants included 685 middle school adolescents from rural and semirural public schools. Family environment factors were gathered using the Family Environment Scale (Moos & Moos, 1981) and included family conflict, family support, and showing affection. Standardized test scores across 4 domains and final course grades across 4 domains were collapsed and used as measures of academic performance. The moderating relationship between support, conflict, and academic performance was examined. The mediating relationships between self-efficacy, parent involvement, family environment factors, and academic performance were examined. Results indicated that significant relationships existed and underscore the importance of bolstering resiliency in adolescents as mechanisms for ameliorating risk factors associated with academic failure.
Author: Christine L. Pearson
Institution: East Tennessee State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W650667471