Child Development · 1961 · 81 citations · 12 references
Social SciencesPsychologySecondary EducationChild DevelopmentDevelopmental PsychologyFamily StudiesFamily ProcessesFamily RelationshipsFamily SocializationParent InvolvementParent-child RelationshipsParentingBoys’ UnderachievementFamily Power RelationsParent-adolescent Emotional RelationshipsParental Aspirations For ChildrenParental SupportivenessSchool AchievementSchool-family RelationsStudent Achievement Evidence
The present article reports data on the family relations of bright high school boys making good grades as compared with bright high school boys making mediocre or poor grades. Of numerous studies of school achievement, few have obtained data regarding family relations correlates. These few have indicated a positive association between student achievement and emotionally supportive home situations. This general finding applies to elementary school pupils (4, 9, 15, i8, 20,), high school students (13, 14), and college students (12). More specifically, parents of high-achievers have been found to give their children more praise and approval (i8), to show more interest and understanding (I9), to be closer to their children (14), to make their children feel more family belongingness (20) and identification with parents (i9). On the other hand, parents of under-achievers have been reported to be more domineering (12, 14) and overrestrictive (18) and to use more severe and frequent punishment (4, I4), which is at the same time less effectual (4). Parents of under-achievers have also been found more likely either to baby their youngsters or to push them excessively (9) and to present to their
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A factor analysis study of human interests.
J. P. Guilford, P. R. Christensen, Nicholas A. Bond et al. · The Psychological Monographs · 1954 · 135 citations