Degree Name
MA (Master of Arts)
Program
Psychology
Date of Award
12-2009
Committee Chair or Co-Chairs
Peggy J. Cantrell
Committee Members
Jon B. Ellis, Stacey L. Williams
Abstract
The Department of Education funded this study as a part of a larger longitudinal study to examine the relationship between the role of family environment factors and academic performance among adolescents. The participants included 685 middle school adolescents from rural and semirural public schools. Family environment factors were gathered using the Family Environment Scale (Moos & Moos, 1981) and included family conflict, family support, and showing affection. Standardized test scores across 4 domains and final course grades across 4 domains were collapsed and used as measures of academic performance. The moderating relationship between support, conflict, and academic performance was examined. The mediating relationships between self-efficacy, parent involvement, family environment factors, and academic performance were examined. Results indicated that significant relationships existed and underscore the importance of bolstering resiliency in adolescents as mechanisms for ameliorating risk factors associated with academic failure.
Document Type
Thesis - unrestricted
Recommended Citation
Pearson, Christine L., "The Role of Self-Efficacy, Family Support, Family Affection, and Family Conflict on Adolescent Academic Performance." (2009). Electronic Theses and Dissertations. Paper 1885. https://dc.etsu.edu/etd/1885
Copyright
Copyright by the authors.