NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1124899
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0013-1911
School-Family Relationships, School Satisfaction and the Academic Achievement of Young People
Hampden-Thompson, Gillian; Galindo, Claudia
Educational Review, v69 n2 p248-265 2017
Families' perceptions of, and interactions with, schools and teachers can play an essential role in young people's educational outcomes. According to Bronfenbrenner's ecological systems theory, young people grow within multiple nested systems of influence interacting with each other. Thus, their development is affected by persons, processes, and institutions at all levels, from their family, to the school they attend, to society. This study examined the role of school-family relationships, parents' school satisfaction, and their associations with educational achievement. Drawing upon data from over 10,000 students from the Longitudinal Study of Young People in England, the results of the multivariate analysis indicated that while positive school-family relationships are a predictor of achievement, this association is mediated by the degree of parents' satisfaction with their child's school. We concluded that the combination of strong school-family relationships and high levels of school satisfaction provides a boost for young people's academic success. Therefore, school policies and practices that enhance relationships with families and improve levels of parent satisfaction can result in rewards for all young people including those from poor backgrounds.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A