Degree of congruence between family and classroom functioning and its relationship to academic performance.
Item
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Title
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Degree of congruence between family and classroom functioning and its relationship to academic performance.
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Identifier
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AAI9997096
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identifier
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9997096
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Creator
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Honcharski, Edward.
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Contributor
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Adviser: Marian C. Fish
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Date
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2001
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Secondary | Sociology, Individual and Family Studies
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Abstract
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This study investigated whether a congruence between the classroom and family interaction patterns of cohesion and flexibility was related to academic performance in a secondary school population. Classroom cohesion and flexibility were evaluated using the Classroom Systems Observation Scale (CSOS) (Fish, & Dane, 1992). Family cohesion and adaptability were evaluated using the Family Adaptability and Cohesion Evaluation Scale (FACES-III) (Olson, Portner, & Lavee, 1985). Thirty-four academically "weak" and 39 academically "strong" students were observed in their English classes. For each of these participating students their parents completed the (FACES-III). A total of 17 classes were observed. The results indicated that a lack of congruence in cohesion (p. = 0.001) was related to academic performance, while a lack of congruence in flexibility was not (p. = 0.666). Additionally, the families with academically "stronger" students had more positive patterns of interaction than did families with academically "weaker" students (p. = 0.001). Results are discussed in terms of the implications for gaining a comprehensive and systemic understanding of academic performance.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
