1. The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach.
- Author
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Häfner, Isabelle, Flunger, Barbara, Dicke, Anna‐Lena, Gaspard, Hanna, Brisson, Brigitte M., Nagengast, Benjamin, Trautwein, Ulrich, and Dicke, Anna-Lena
- Subjects
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FAMILIES & psychology , *SELF-perception in children , *MIDDLE class families , *CHILD support , *ACHIEVEMENT motivation , *INTEREST (Psychology) , *STRUGGLE , *ATTITUDE (Psychology) , *COMPARATIVE studies , *FAMILIES , *MATHEMATICS , *RESEARCH methodology , *MEDICAL cooperation , *MOTIVATION (Psychology) , *PARENT-child relationships , *PSYCHOLOGY of parents , *RESEARCH , *SCHOOLS , *SELF-perception , *STUDENTS , *SOCIAL support , *EVALUATION research , *EDUCATIONAL attainment - 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. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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