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This study examined the relationships between family environmental contexts, sibling structure, immediate family settings and students’ affective characteristics. Data were collected from 460 (234 female and 226 male) South African senior high school students. Using partial least-squares path modelling the findings suggest that environmental contexts and family immediate settings combine to have modest to large concurrent validities in relation to differing measures of students’ affective characteristics, immediate family settings are related more strongly to measures of student affect than are indicators of family environment contexts and there are gender-related differences in how social-status indicators form environmental context constructs and in the nature of the relationships between students’ family environments and their affective characteristics. 相似文献
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Kevin Marjoribanks 《European Journal of Psychology of Education - EJPE》1991,6(3):283-290
The study examined the proposition that relationships between perceptions of family and school environments and measures of educational and occupational aspirations, vary for adolescents with different levels of ability and attitudes to school. Data were collected from 516 Australian students who were 11-years-old during an initial survey and 16-years-old in a follow-up study. The adolescents were classified into four groups, defined conjointly by ability and cognitive attitude to school. Within each group, regression surfaces were constructed from models that included terms to account for possible linear, interaction, and curvilinear relationships. The findings suggest that groups defined by ability and attitude characteristics may act as critical underlying contexts. Within those contexts, students’ perceptions of family and school environments may operate differentially to be associated with their school-related outcomes. 相似文献
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Learning Environments,Family Contexts,Educational Aspirations and Attainment: A Moderation-Mediation Model Extended 总被引：1，自引：0，他引：1
In this extension of a previous study (Marjoribanks, 1999), a moderation-mediation model was constructed to examine relationships
among learning environments, adolescents' educational aspirations and the educational attainment of young adults from different
family contexts. Data were collected as part of a longitudinal survey of Australian youth (4382 females, 3940 males). The
findings from the two investigations indicated that when distal family contexts were defined conjointly by family social status
and parents' aspirations: (1) distal family contexts, academic performance and learning environments combined to have large
associations with adolescents' educational aspirations; (2) distal family contexts, adolescents' learning environments and
educational aspirations combined to have large associations with young adults' educational attainment; and (3) there were
family-context differences in the linear and curvilinear nature of the relations among measures of individual characteristics,
learning environments and educational outcomes, and these also varied between females and males in those family contexts.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Kevin Marjoribanks 《Journal of Experimental Education》2013,81(3):141-147
The study examined relations between adolescents’ perceptions of school environments and their educational and occupational aspirations at different family environment levels. Data were collected from 16-year-old Australians from Anglo-Australian, Greek, and Southern Italian families. Regression surfaces were constructed from models that examined possible linear, interaction, and curvilinear relations among the variables. Generally, the findings indicate that while the school environment measure had moderate concurrent validities in relation to aspirations, it had either negligible or modest unique associations with aspirations after taking into account the family environment influences. The study did indicate, however, ethnic group differences in the relationships among the variables which suggests that results from investigations of family-school influences on children’s school outcomes should not necessarily be generalized across social groups. 相似文献
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Kevin Marjoribanks 《Studies in Educational Evaluation》1980,6(3):253-264
Investigations of children's learning contexts have typically shown that, in relation to family environments, school measures have weak associations with children's achievements. Much of the research is restricted, however, by an inadequate conceptualization of both contexts or, if one of the environments is assessed by proximal social-psychological variables, then the other is generally defined by gross social indicators. In the present study a selective evaluation of prior environmental investigations is presented. Then two analyses are considered which attempt to overcome some of the restrictions of previous research. In the two studies regression surfaces are plotted to examine relations between school environments and children's achievements at different family environment levels, with both environments defined by proximal social-psychological variables. 相似文献
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This study examined relationships between adolescents’ perceptions of their family and school environments and measures of their creativity, morality and self concept. Parallel forms of environment schedules were used to assess the social‐psychological contexts of families and schools. Data were collected from 312 16 year‐old Australian students. Using commonality analyses, the results indicated that (a) adolescents’ self concept and morality have moderate associations with their perceptions of family environments and more modest relationships with their perceptions of school environments, and (b) adolescents’ creativity has modest associations with their perceptions of both family and school environments. 相似文献
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Kevin Marjoribanks 《Educational studies》1996,22(1):3-11
The study investigated relationships between the dimensions of a parenting model and children's school outcomes. Also, a bioecological model was examined which proposes that proximal parenting processes have the general effect of mediating relationships between distal social contexts and children's outcomes, while advantageous individual characteristics enhance associations between proximal family processes and children's characteristics. Data were collected from 900 (460 boys, 440 girls) 11 year‐old Australian children and their parents. The findings suggest that: (a) a parenting model defined by parents’ aspirations, parenting practices, and parenting style has modest to moderate concurrent validity in relation to children's academic achievement and school attitudes, (b) the proximal processes of the parenting model mediate substantially the relationships between family social status and children's academic achievement but not the associations between intellectual ability and outcomes; and (c) there are sex‐group differences in the nature of the relationships between the dimensions of the parenting model and children's school outcomes. 相似文献