The Journal of Early Adolescence

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Wentzel, K. R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
The Journal of Early Adolescence, Vol. 14, No. 2, 268-291 (1994)
DOI: 10.1177/027243169401400209

Family Functioning and Academic Achievement in Middle School A Social-Emotional Perspective

Kathryn R. Wentzel

University of Maryland

This article discusses relations between family functioning and academic achievement in young adolescents. Toward this end, the literature on links between parenting and children 's cognitive competence is reviewed. It is thenproposed that social and emotional adjustment might play a critical role in mediating relations between parenting practices and young adolescents' academic performance. To support this notion, a program of research on family functioning, emotional distress and self-restraint, and academic performance in early adolescent boys is described. Finally, future directionsfor research in this area are discussed. Issues concerning methodsfor studying parent-child relationships, the use of a broader systems approach for defining family functioning, and intrapersonal processes that might mediate the link between parenting practices and school achievement are raised.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 Journal of Family IssuesHome page
A. M. Dotterer, L. Hoffman, A. C. Crouter, and S. M. McHale
A Longitudinal Examination of the Bidirectional Links Between Academic Achievement and Parent-Adolescent Conflict
Journal of Family Issues, June 1, 2008; 29(6): 762 - 779.
[Abstract] [PDF]

Home page
 The Journal of Early AdolescenceHome page
C. Spera
Adolescents' Perceptions of Parental Goals, Practices, and Styles in Relation to Their Motivation and Achievement
The Journal of Early Adolescence, November 1, 2006; 26(4): 456 - 490.
[Abstract] [PDF]

Home page
 Health Educ ResHome page
B. G. Simons-Morton, A. D. Crump, D. L. Haynie, and K. E. Saylor
Student–school bonding and adolescent problem behavior
Health Educ. Res., February 1, 1999; 14(1): 99 - 107.
[Abstract] [Full Text] [PDF]

Home page
 The Journal of Early AdolescenceHome page
K. Marjoribanks
Ethnicity, Proximal Family Environment, and Young Adolescents' Cognitive Performance
The Journal of Early Adolescence, August 1, 1996; 16(3): 340 - 359.
[Abstract]