The Influence of Family Structure on Adolescent Academic Achievement : A Comparative Analysis
DOI:
https://doi.org/10.62951/ijhs.v1i2.137Keywords:
Family Structure, Nuclear Family, Single-Parent Family, Extended FamilyAbstract
This study examines the effects of family structure on adolescent academic achievement, focusing on nuclear, single-parent, and extended family settings. Drawing on data from diverse cultural backgrounds, the research investigates how parental involvement, socioeconomic status, and family support impact academic outcomes. The findings reveal that family support plays a pivotal role in academic success across all family structures, with adolescents in stable and supportive environments achieving better academic results.
Downloads
References
Amato, P. R., & Gilbreth, J. G. (1999). Nonresident fathers and children’s well-being: A meta-analysis. Journal of Marriage and Family, 61(3), 557–573.
Astone, N. M., & McLanahan, S. S. (1991). Family structure, parental practices, and high school completion. American Sociological Review, 56(3), 309–320.
Carlson, M. J., & Corcoran, M. E. (2001). Family structure and children’s behavioral and cognitive outcomes. Journal of Marriage and Family, 63(3), 779–792.
Crosnoe, R., & Elder, G. H., Jr. (2004). Family dynamics, supportive relationships, and educational resilience during adolescence. Journal of Marriage and Family, 66(1), 157–172.
Furstenberg, F. F., & Hughes, M. E. (1995). Social capital and successful development among at-risk youth. Journal of Marriage and Family, 57(3), 580–592.
Haveman, R., & Wolfe, B. (1995). The determinants of children’s attainments: A review of methods and findings. Journal of Economic Literature, 33(4), 1829–1878.
Jeynes, W. H. (2007). The relationship between parental involvement and academic achievement: A meta-analysis. Educational Psychology Review, 19(3), 237–267.
McLanahan, S. (2004). Diverging destinies: How children are faring under the second demographic transition. Demography, 41(4), 607–627.
McLanahan, S., & Sandefur, G. (1994). Growing up with a single parent: What hurts, what helps. Harvard University Press.
Pong, S.-L., Dronkers, J., & Hampden-Thompson, G. (2003). Family policies and children’s school achievement in single- versus two-parent families. Journal of Marriage and Family, 65(3), 681–699.
Rimm-Kaufman, S. E., & Sandilos, L. E. (2011). The role of family-school relationships in the development of academic motivation and self-regulation. Educational Psychologist, 46(2), 119–134.
Shpancer, N., & Tenenbaum, H. (2009). Understanding parental influences on children’s school performance: A meta-analysis. Educational Psychology Review, 21(4), 403–425.
Sun, Y., & Li, Y. (2011). Effects of family structure type and stability on children's academic performance trajectories. Journal of Marriage and Family, 73(3), 541–556.
Teachman, J. D., Paasch, K., & Carver, K. (1997). Social capital and dropping out of school early. Journal of Marriage and Family, 59(3), 773–783.
Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of Educational Psychology, 98(1), 88–99.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 International Journal of Humanities and Social Sciences Reviews
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
