Uses an interactionism framework to examine to what extent measures of children's intellectual ability and school-related attitudes are associated with mathematics achievement at different family environment levels. Findings show mathematics performance had strong associations with ability, moderate relations to family environment, and negligible…

Sex differences were found in relations between school attitudes, ability, and achievement. It is suggested that at each attitude level increases in cognitive ability are associated with increments in achievement, and at different ability levels increases in attitude scores are related to increments in achievement. (RC)

Regression surface analysis was used to examine relations between family environment, assessed in parent interviews, and measures of academic achievement at different levels of school-related attitudes for 800 11-year-old children from lower and middle class groups: Anglo Australian, Greek, recent English immigrants, and Southern Italian.…

An interactionism framework was used to examine relations between children's affective characteristics, intellectual ability, and personality in different perceived school environments. Over 500 12-year-old Australian children were studied and possible linear, curvilinear, and interaction associations among the variables were investigated.…

Support for learning, as perceived by 516 adolescents, was compared to data collected five years earlier on family characteristics, ability, achievement, and school attitude. Educational aspirations were related to parents' and teachers' support. Females' occupational aspirations were influenced by situational variables; males were also influenced…