Relations among Family Interaction Patterns, Classroom Self-Restraint, and Academic Achievement in Preadolescent Boys.

Feldman, S. Shirley; Wentzel, Kathryn R.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ440479

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

EISSN: N/A

Available Date: N/A

Relations among Family Interaction Patterns, Classroom Self-Restraint, and Academic Achievement in Preadolescent Boys.

Feldman, S. Shirley; Wentzel, Kathryn R.

Journal of Educational Psychology, v82 n4 p813-19 Dec 1990

Relations among observed family interaction patterns, preadolescent boys' classroom self-restraint, and academic achievement were studied in a sample of 65 intact families. Findings identify behavioral self-restraint, a form of social competence, as a noncognitive mediator between the quality of family functioning and academic achievement in early adolescence. (SLD)

Descriptors: Academic Achievement, Classroom Research, Family Relationship, Family Structure, Interaction, Interpersonal Competence, Males, Parent Child Relationship, Preadolescents, Regression (Statistics), Social Adjustment, Student Behavior

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A