The family-study interface and academic outcomes: Testing a structural model

• Autores: Marieke Meeuwisse, Marise Ph. Born, Sabine Severiens
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 4, 2011, págs. 982-990
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Expanding on family-work and work-study models, this article investigated a model for family-study conflict and family-study facilitation. The focus of the study was the relationship of family-study conflict and family-study facilitation with students' effortful behaviors and academic performance among a sample of university students (N = 1,656). Model tests using structural equation modeling identified participation in family activities, family social support, and involvement with family as antecedents of both family-study conflict and family-study facilitation. In turn, family-study conflict was negatively related to study effort, and family-study facilitation positively contributed to students' study effort. Effort positively predicted students' grade point average.