ERIC Number: ED299472
Record Type: RIE
Publication Date: 1988-Apr-6
Patterns of Family Interaction Style, Self-System Processes and Engagement with Schoolwork: An Investigation of Adolescents Rated as At-Risk or Not-At-Risk for Academic Failure.
Chapin, Steven L.; Vito, Richard
A recent theoretical model proposes that the amounts of involvement, structure, and autonomy support children and adolescents experience in their relationships with parents and teachers have a strong influence on their own sense of competence, autonomy, and relatedness within the school context, and that these self-system processes in turn exert a strong influence on academic performance and engagement with school work. This study examined whether this model could be expanded to include constructs which have evolved from the family systems perspective. Seventh and 10th grade students (N=544), approximately 40% of whom had been labeled at-risk for academic failure, completed questionnaire items drawn from the Rochester Assessment Package for Schools-Student version (RAPS-S), the High School Questionnaire, an early version of the RAPS-S, and the Family Adaptability and Cohesion Evaluation Scale, version 3. The results showed family disengagement to be the quality of family functioning which most clearly distinguished adolescents who appeared to be at-risk for academic failure from those who were not at risk. Family rigidity and both chaotic family functioning and family enmeshment also appeared to have negative influences on adolescents and their school functioning. These results provide support for the idea that family dynamics can have an important influence on school functioning in adolescents. (NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).