ERIC Number: EJ719054
Record Type: Journal
Publication Date: 2005-Mar
Reference Count: 44
Role Strain, Engagement and Academic Achievement in Early Adolescence
De Bruyn, Eddy H
Educational Studies, v31 n1 p15-27 Mar 2005
The present study was designed to investigate the relationships between role strains following the transition to secondary school and academic achievement. Academic engagement was hypothesized to mediate between role strain and achievement. The sample consisted of 749 students in their first year of secondary school. Four types of role strain were investigated: parent, teacher, school and peer. Parent and teacher role strains appeared to be negatively associated with academic achievement, as mediated through academic engagement. Parent and school role strain were directly and negatively associated with achievement. Results are discussed in the light of parenting practices and the developmental mismatch hypothesis.
Descriptors: Early Adolescents, Teacher Role, Academic Achievement, Parent Role, Stress Variables, Secondary School Students, Foreign Countries, Teacher Student Relationship, Peer Relationship, Parent Child Relationship, Student Participation, Student Behavior, Student School Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands