TY - JOUR
T1 - Predicting academic achievement from cumulative home risk
T2 - The mediating roles of effortful control, academic relationships, and school avoidance
AU - Swanson, Jodi
AU - Valiente, Carlos
AU - Lemery, Kathryn
PY - 2012/7
Y1 - 2012/7
N2 - Components of the home environment are associated with children's academic functioning. The accumulation of risks in the home are expected to prove more detrimental to achievement than any one risk alone, but the processes accounting for this relation are unclear. Using an index of cumulative home risk (CHR) inclusive of protective factors, as well as risks, we examined child-level and school environment variables as potential mediators of the relation of CHR to academic achievement in a sample of 266 third-grade through fifth-grade children. Parents reported on the home environment, and school-issued report cards assessed achievement. Results from structural equation models indicated that children's effortful control (parent- and child-reported), conflictual peer and student-teacher relationships (teacher- and child-reported), and school avoidance (teacher- and child-reported) significantly mediated the relation between CHR and achievement. Findings offer insights into specific mechanisms that link a negative home environment to academic functioning.
AB - Components of the home environment are associated with children's academic functioning. The accumulation of risks in the home are expected to prove more detrimental to achievement than any one risk alone, but the processes accounting for this relation are unclear. Using an index of cumulative home risk (CHR) inclusive of protective factors, as well as risks, we examined child-level and school environment variables as potential mediators of the relation of CHR to academic achievement in a sample of 266 third-grade through fifth-grade children. Parents reported on the home environment, and school-issued report cards assessed achievement. Results from structural equation models indicated that children's effortful control (parent- and child-reported), conflictual peer and student-teacher relationships (teacher- and child-reported), and school avoidance (teacher- and child-reported) significantly mediated the relation between CHR and achievement. Findings offer insights into specific mechanisms that link a negative home environment to academic functioning.
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U2 - 10.1353/mpq.2012.0014
DO - 10.1353/mpq.2012.0014
M3 - Article
AN - SCOPUS:84864425227
SN - 0272-930X
VL - 58
SP - 375
EP - 408
JO - Merrill-Palmer Quarterly
JF - Merrill-Palmer Quarterly
IS - 3
ER -