Thriving in School: The Role of Sixth-Grade Adolescent–Parent–School Relationships in Predicting Eighth-Grade Academic Outcomes

Daniel F. Perkins, Amy K. Syvertsen, Claudia Mincemoyer, Sarah Meyer Chilenski, Jonathan R. Olson, Elaine Berrena, Mark Greenberg, Richard Spoth

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

The present study uses an ecological systems perspective to examine how parental involvement in school-related activities in sixth grade influences early adolescents’ school bonding and academic achievement in eighth grade. Results of multilevel models of multiple data sources (i.e., adolescents, parents, and principals) suggested that parents’ involvement in school, as reported by the adolescent in sixth grade, was a significant predictor of school bonding and academic grades in eighth grade. Furthermore, parent reports of guidance, support, and involvement in school and non-school activities were unrelated to their adolescents’ grades and school bonding. Finally, schools’ efforts to engage parents did not consistently predict an association between parental involvement and adolescent outcomes.

Original languageEnglish (US)
Pages (from-to)739-762
Number of pages24
JournalYouth and Society
Volume48
Issue number6
DOIs
StatePublished - Nov 1 2016

All Science Journal Classification (ASJC) codes

  • Social Sciences (miscellaneous)
  • Sociology and Political Science
  • Social Sciences(all)

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