The role of family characteristics for students' academic outcomes. A person-centered approach.

Autor/inn/en	Häfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte Maria; 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, S. 1405-1422Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1467-8624
DOI	10.1111/cdev.12809
Schlagwörter	Strukturgleichungsmodell; Selbstkonzept; Verhalten; Wahrnehmung; Familie; Baden-Württemberg; Deutschland; Eltern; Familie; Gymnasium; Modell; Motivation; Schüler; Typologie; Verhalten; Wahrnehmung; Zeit; Lernerfolg; Leistungsbeurteilung; Interesse; Latent-Class-Analyse; Überzeugung; Unterstützung; Strukturgleichungsmodell; Eltern; Kind-Eltern-Beziehung; Schuljahr 08; Schuljahr 09; Gymnasium; Schüler; Leistungsbeurteilung; Lernerfolg; Schulnote; Schülerleistung; Interesse; Motivation; Hausaufgabenhilfe; Mathematische Kompetenz; Überzeugung; Latent-Class-Analyse; Zeit; Einflussfaktor; Modell; Typologie; Unterstützung; Baden-Württemberg; Deutschland
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1