Role Strain, Engagement and Academic Achievement in Early Adolescence

Autor/in	De Bruyn, Eddy H
Titel	Role Strain, Engagement and Academic Achievement in Early Adolescence
Quelle	In: Educational Studies, 31 (2005) 1, S.15-27 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Early Adolescents; Teacher Role; Academic Achievement; Parent Role; Stress Variables; Secondary School Students; Foreign Countries; Teacher Student Relationship; Peer Relationship; Parent Child Relationship; Student Participation; Student Behavior; Student School Relationship; Netherlands + Suchen Sie Ihr Suchwort? Lehrerrolle; Schulleistung; Parental role; Elternrolle; Sekundarschüler; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student behaviour; Schülerverhalten; Schüler-Lehrer-Beziehung; Niederlande
Abstract	The present study was designed to investigate the relationships between role strains following the transition to secondary school and academic achievement. Academic engagement was hypothesized to mediate between role strain and achievement. The sample consisted of 749 students in their first year of secondary school. Four types of role strain were investigated: parent, teacher, school and peer. Parent and teacher role strains appeared to be negatively associated with academic achievement, as mediated through academic engagement. Parent and school role strain were directly and negatively associated with achievement. Results are discussed in the light of parenting practices and the developmental mismatch hypothesis. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10