Typologies of Family Functioning and Children's Adjustment During the Early School Years
Identifieur interne : 000138 ( Francis/Checkpoint ); précédent : 000137; suivant : 000139Typologies of Family Functioning and Children's Adjustment During the Early School Years
Auteurs : RBID : Francis:10-0394034Descripteurs français
- Pascal (Inist)
- Wicri :
- topic : Milieu scolaire, Enfant.
English descriptors
- KwdEn :
Abstract
Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, it charted the implications for patterns of family functioning for children's developmental trajectories of adjustment in the school context across the early school years. Two-hundred thirty-four kindergarten children (129 girls and 105 boys; mean age = 6.0 years, SD = 0.50 at Wave 1) and their parents participated in this multimethod, 3-year longitudinal investigation. As expected, latent class analyses extracted 3 primary typologies of functioning including: (a) cohesive, (b) enmeshed, and (c) disengaged families. Furthermore, family patterns were differentially associated with children's maladaptive adjustment trajectories in the school context. The findings highlight the developmental utility of incorporating pattern-based approaches to family functioning.
Links toward previous steps (curation, corpus...)
Links to Exploration step
Francis:10-0394034Le document en format XML
<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en" level="a">Typologies of Family Functioning and Children's Adjustment During the Early School Years</title>
<author><name sortKey="Sturge Apple, Melissa L" uniqKey="Sturge Apple M">Melissa L. Sturge-Apple</name>
<affiliation wicri:level="1"><inist:fA14 i1="01"><s1>University of Rochester</s1>
<s3>USA</s3>
<sZ>1 aut.</sZ>
<sZ>2 aut.</sZ>
</inist:fA14>
<country>États-Unis</country>
<wicri:noRegion>University of Rochester</wicri:noRegion>
</affiliation>
</author>
<author><name sortKey="Davies, Patrick T" uniqKey="Davies P">Patrick T. Davies</name>
<affiliation wicri:level="1"><inist:fA14 i1="01"><s1>University of Rochester</s1>
<s3>USA</s3>
<sZ>1 aut.</sZ>
<sZ>2 aut.</sZ>
</inist:fA14>
<country>États-Unis</country>
<wicri:noRegion>University of Rochester</wicri:noRegion>
</affiliation>
</author>
<author><name sortKey="Cummings, E Mark" uniqKey="Cummings E">E. Mark Cummings</name>
<affiliation wicri:level="1"><inist:fA14 i1="02"><s1>University of Notre Dame</s1>
<s3>USA</s3>
<sZ>3 aut.</sZ>
</inist:fA14>
<country>États-Unis</country>
<wicri:noRegion>University of Notre Dame</wicri:noRegion>
</affiliation>
</author>
</titleStmt>
<publicationStmt><idno type="inist">10-0394034</idno>
<date when="2010">2010</date>
<idno type="stanalyst">FRANCIS 10-0394034 INIST</idno>
<idno type="RBID">Francis:10-0394034</idno>
<idno type="wicri:Area/Francis/Corpus">000175</idno>
<idno type="wicri:Area/Francis/Curation">000175</idno>
<idno type="wicri:Area/Francis/Checkpoint">000138</idno>
</publicationStmt>
<seriesStmt><idno type="ISSN">0009-3920</idno>
<title level="j" type="abbreviated">Child dev.</title>
<title level="j" type="main">Child development</title>
</seriesStmt>
</fileDesc>
<profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Adaptation</term>
<term>Child</term>
<term>Familial relation</term>
<term>Family environment</term>
<term>Parent child relation</term>
<term>Preschool age</term>
<term>School environment</term>
<term>Systemic theory</term>
<term>Typology</term>
</keywords>
<keywords scheme="Pascal" xml:lang="fr"><term>Typologie</term>
<term>Relation familiale</term>
<term>Milieu familial</term>
<term>Milieu scolaire</term>
<term>Adaptation</term>
<term>Théorie systémique</term>
<term>Relation parent enfant</term>
<term>Enfant</term>
<term>Age préscolaire</term>
</keywords>
<keywords scheme="Wicri" type="topic" xml:lang="fr"><term>Milieu scolaire</term>
<term>Enfant</term>
</keywords>
</textClass>
</profileDesc>
</teiHeader>
<front><div type="abstract" xml:lang="en">Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, it charted the implications for patterns of family functioning for children's developmental trajectories of adjustment in the school context across the early school years. Two-hundred thirty-four kindergarten children (129 girls and 105 boys; mean age = 6.0 years, SD = 0.50 at Wave 1) and their parents participated in this multimethod, 3-year longitudinal investigation. As expected, latent class analyses extracted 3 primary typologies of functioning including: (a) cohesive, (b) enmeshed, and (c) disengaged families. Furthermore, family patterns were differentially associated with children's maladaptive adjustment trajectories in the school context. The findings highlight the developmental utility of incorporating pattern-based approaches to family functioning.</div>
</front>
</TEI>
<inist><standard h6="B"><pA><fA01 i1="01" i2="1"><s0>0009-3920</s0>
</fA01>
<fA02 i1="01"><s0>CHDEAW</s0>
</fA02>
<fA03 i2="1"><s0>Child dev.</s0>
</fA03>
<fA05><s2>81</s2>
</fA05>
<fA06><s2>4</s2>
</fA06>
<fA08 i1="01" i2="1" l="ENG"><s1>Typologies of Family Functioning and Children's Adjustment During the Early School Years</s1>
</fA08>
<fA09 i1="01" i2="1" l="ENG"><s1>Disasters and Their Impact on Child Development</s1>
</fA09>
<fA11 i1="01" i2="1"><s1>STURGE-APPLE (Melissa L.)</s1>
</fA11>
<fA11 i1="02" i2="1"><s1>DAVIES (Patrick T.)</s1>
</fA11>
<fA11 i1="03" i2="1"><s1>CUMMINGS (E. Mark)</s1>
</fA11>
<fA12 i1="01" i2="1"><s1>MASTEN (Ann S.)</s1>
<s9>ed.</s9>
</fA12>
<fA12 i1="02" i2="1"><s1>OSOFSKY (Joy D.)</s1>
<s9>ed.</s9>
</fA12>
<fA14 i1="01"><s1>University of Rochester</s1>
<s3>USA</s3>
<sZ>1 aut.</sZ>
<sZ>2 aut.</sZ>
</fA14>
<fA14 i1="02"><s1>University of Notre Dame</s1>
<s3>USA</s3>
<sZ>3 aut.</sZ>
</fA14>
<fA15 i1="01"><s1>University of Minnesota</s1>
<s2>Twin Cities</s2>
<s3>USA</s3>
<sZ>1 aut.</sZ>
</fA15>
<fA15 i1="02"><s1>Louisiana State University Health Sciences Center</s1>
<s2>New Orleans</s2>
<s3>USA</s3>
<sZ>2 aut.</sZ>
</fA15>
<fA20><s1>1320-1335</s1>
</fA20>
<fA21><s1>2010</s1>
</fA21>
<fA23 i1="01"><s0>ENG</s0>
</fA23>
<fA43 i1="01"><s1>INIST</s1>
<s2>4558</s2>
<s5>354000191750830180</s5>
</fA43>
<fA44><s0>0000</s0>
<s1>© 2010 INIST-CNRS. All rights reserved.</s1>
</fA44>
<fA45><s0>2 p.</s0>
</fA45>
<fA47 i1="01" i2="1"><s0>10-0394034</s0>
</fA47>
<fA60><s1>P</s1>
</fA60>
<fA61><s0>A</s0>
</fA61>
<fA64 i1="01" i2="1"><s0>Child development</s0>
</fA64>
<fA66 i1="01"><s0>USA</s0>
</fA66>
<fC01 i1="01" l="ENG"><s0>Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, it charted the implications for patterns of family functioning for children's developmental trajectories of adjustment in the school context across the early school years. Two-hundred thirty-four kindergarten children (129 girls and 105 boys; mean age = 6.0 years, SD = 0.50 at Wave 1) and their parents participated in this multimethod, 3-year longitudinal investigation. As expected, latent class analyses extracted 3 primary typologies of functioning including: (a) cohesive, (b) enmeshed, and (c) disengaged families. Furthermore, family patterns were differentially associated with children's maladaptive adjustment trajectories in the school context. The findings highlight the developmental utility of incorporating pattern-based approaches to family functioning.</s0>
</fC01>
<fC02 i1="01" i2="X"><s0>770B10C02</s0>
<s1>II</s1>
</fC02>
<fC02 i1="02" i2="X"><s0>770B13G</s0>
<s1>II</s1>
</fC02>
<fC03 i1="01" i2="X" l="FRE"><s0>Typologie</s0>
<s5>01</s5>
</fC03>
<fC03 i1="01" i2="X" l="ENG"><s0>Typology</s0>
<s5>01</s5>
</fC03>
<fC03 i1="01" i2="X" l="SPA"><s0>Tipología</s0>
<s5>01</s5>
</fC03>
<fC03 i1="02" i2="X" l="FRE"><s0>Relation familiale</s0>
<s5>02</s5>
</fC03>
<fC03 i1="02" i2="X" l="ENG"><s0>Familial relation</s0>
<s5>02</s5>
</fC03>
<fC03 i1="02" i2="X" l="SPA"><s0>Relación familiar</s0>
<s5>02</s5>
</fC03>
<fC03 i1="03" i2="X" l="FRE"><s0>Milieu familial</s0>
<s5>03</s5>
</fC03>
<fC03 i1="03" i2="X" l="ENG"><s0>Family environment</s0>
<s5>03</s5>
</fC03>
<fC03 i1="03" i2="X" l="SPA"><s0>Medio familiar</s0>
<s5>03</s5>
</fC03>
<fC03 i1="04" i2="X" l="FRE"><s0>Milieu scolaire</s0>
<s5>04</s5>
</fC03>
<fC03 i1="04" i2="X" l="ENG"><s0>School environment</s0>
<s5>04</s5>
</fC03>
<fC03 i1="04" i2="X" l="SPA"><s0>Medio escolar</s0>
<s5>04</s5>
</fC03>
<fC03 i1="05" i2="X" l="FRE"><s0>Adaptation</s0>
<s5>05</s5>
</fC03>
<fC03 i1="05" i2="X" l="ENG"><s0>Adaptation</s0>
<s5>05</s5>
</fC03>
<fC03 i1="05" i2="X" l="SPA"><s0>Adaptación</s0>
<s5>05</s5>
</fC03>
<fC03 i1="06" i2="X" l="FRE"><s0>Théorie systémique</s0>
<s5>06</s5>
</fC03>
<fC03 i1="06" i2="X" l="ENG"><s0>Systemic theory</s0>
<s5>06</s5>
</fC03>
<fC03 i1="06" i2="X" l="SPA"><s0>Teoría sistémica</s0>
<s5>06</s5>
</fC03>
<fC03 i1="07" i2="X" l="FRE"><s0>Relation parent enfant</s0>
<s5>07</s5>
</fC03>
<fC03 i1="07" i2="X" l="ENG"><s0>Parent child relation</s0>
<s5>07</s5>
</fC03>
<fC03 i1="07" i2="X" l="SPA"><s0>Relación pariente niño</s0>
<s5>07</s5>
</fC03>
<fC03 i1="08" i2="X" l="FRE"><s0>Enfant</s0>
<s5>18</s5>
</fC03>
<fC03 i1="08" i2="X" l="ENG"><s0>Child</s0>
<s5>18</s5>
</fC03>
<fC03 i1="08" i2="X" l="SPA"><s0>Niño</s0>
<s5>18</s5>
</fC03>
<fC03 i1="09" i2="X" l="FRE"><s0>Age préscolaire</s0>
<s5>19</s5>
</fC03>
<fC03 i1="09" i2="X" l="ENG"><s0>Preschool age</s0>
<s5>19</s5>
</fC03>
<fC03 i1="09" i2="X" l="SPA"><s0>Edad preescolar</s0>
<s5>19</s5>
</fC03>
<fC07 i1="01" i2="X" l="FRE"><s0>Homme</s0>
</fC07>
<fC07 i1="01" i2="X" l="ENG"><s0>Human</s0>
</fC07>
<fC07 i1="01" i2="X" l="SPA"><s0>Hombre</s0>
</fC07>
<fC07 i1="02" i2="X" l="FRE"><s0>Interaction sociale</s0>
<s5>37</s5>
</fC07>
<fC07 i1="02" i2="X" l="ENG"><s0>Social interaction</s0>
<s5>37</s5>
</fC07>
<fC07 i1="02" i2="X" l="SPA"><s0>Interacción social</s0>
<s5>37</s5>
</fC07>
<fC07 i1="03" i2="X" l="FRE"><s0>Environnement social</s0>
<s5>38</s5>
</fC07>
<fC07 i1="03" i2="X" l="ENG"><s0>Social environment</s0>
<s5>38</s5>
</fC07>
<fC07 i1="03" i2="X" l="SPA"><s0>Contexto social</s0>
<s5>38</s5>
</fC07>
<fN21><s1>256</s1>
</fN21>
</pA>
</standard>
</inist>
</record>
Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Linguistique/explor/CharterV3/Data/Francis/Checkpoint
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000138 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Francis/Checkpoint/biblio.hfd -nk 000138 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien |wiki= Wicri/Linguistique |area= CharterV3 |flux= Francis |étape= Checkpoint |type= RBID |clé= Francis:10-0394034 |texte= Typologies of Family Functioning and Children's Adjustment During the Early School Years }}
This area was generated with Dilib version V0.6.07. |