ERIC Number: EJ1019594
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Effects of Family Functioning and Parenting Style on Early Entrants' Academic Performance and Program Completion
Huey, Erron L.; Sayler, Michael F.; Rinn, Anne N.
Journal for the Education of the Gifted, v36 n4 p418-432 Dec 2013
The purpose of the current study was to examine the predictive nature of parenting style and overall family environment on the academic performance and program completion of early college entrants. Furthermore, gender and family form were examined as possible moderators to these relationships. A total of 88 early college entrants participated in this study. Results indicate that gender and family form had no measurable effect on grade point average or on program completion among early college entrants. Parenting style combined with overall family environment was not predictive of program completion or changes in academic performance. However, further analyses revealed that an authoritative parenting style was related to increases in grade point average among those students who showed an increase in grade point average during the program.
Descriptors: Family Environment, Parenting Styles, Academic Achievement, College Students, Gender Differences, Family Structure, Early Admission, Grade Point Average, Graduation Rate, Predictor Variables, Academically Gifted, Acceleration (Education), Regression (Statistics)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Family Environment Scale; Parental Authority Questionnaire
Grant or Contract Numbers: N/A