TY - JOUR
T1 - The Role of Family Characteristics for Students' Academic Outcomes
T2 - A Person-Centered Approach
AU - Häfner, Isabelle
AU - Flunger, Barbara
AU - Dicke, Anna Lena
AU - Gaspard, Hanna
AU - Brisson, Brigitte Maria
AU - Nagengast, Benjamin
AU - Trautwein, Ulrich
PY - 2018/8
Y1 - 2018/8
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85017547876&partnerID=8YFLogxK
U2 - 10.1111/cdev.12809
DO - 10.1111/cdev.12809
M3 - Article
AN - SCOPUS:85017547876
SN - 0009-3920
VL - 89
SP - 1405
EP - 1422
JO - Child Development
JF - Child Development
IS - 4
ER -