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The Journal of Early Adolescence
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Academic and Behavioral Characteristics of Young Adolescents in Self-Care

Lee Shumow

Northern Illinois University, Lshumow{at}niu.edu

Thomas J. Smith

Northern Illinois University

M Cecil Smith

Northern Illinois University

This study examines characteristics of young adolescents who experience self-care, associations between self-care and academic achievement, and whether associations of self-care with academic adjustment vary by child, family, or community characteristics. Using data from the nationally representative 1999 National Household Education Survey, hierarchical log-linear models assessed how self-care was associated with several academic and behavioral measures for 9- to 13-year-olds. Overall, more self-care was significantly associated with lower academic performance and with school behavior problems, although those associations varied by gender, parent-child communication, and whether young adolescents in self-care also participated in some supervised out-of-school activities. Findings are discussed in light of Bronfenbrenner's ecological systems theory.

Key Words: self-care • academic adjustment • after-school activities • contextual associations

This version was published on April 1, 2009

The Journal of Early Adolescence, Vol. 29, No. 2, 233-257 (2009)
DOI: 10.1177/0272431608320122
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