CharterV3, Francis, Corpus, bibRecord, 000175

Typologies of Family Functioning and Children's Adjustment During the Early School Years

Identifieur interne : 000175 ( Francis/Corpus ); précédent : 000174; suivant : 000176

Typologies of Family Functioning and Children's Adjustment During the Early School Years

Auteurs : RBID : Francis:10-0394034

Descripteurs français

Pascal (Inist)
- Typologie, Relation familiale, Milieu familial, Milieu scolaire, Adaptation, Théorie systémique, Relation parent enfant, Enfant, Age préscolaire.

English descriptors

KwdEn :
- Adaptation, Child, Familial relation, Family environment, Parent child relation, Preschool age, School environment, Systemic theory, Typology.

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.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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A11	`01`	`1`		`@1 STURGE-APPLE (Melissa L.)`
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A12	`01`	`1`		`@1 MASTEN (Ann S.) @9 ed.`
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C01	`01`		`ENG`	@0 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.
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Format Inist (serveur)

NO :	FRANCIS 10-0394034 INIST
ET :	Typologies of Family Functioning and Children's Adjustment During the Early School Years
AU :	STURGE-APPLE (Melissa L.); DAVIES (Patrick T.); CUMMINGS (E. Mark); MASTEN (Ann S.); OSOFSKY (Joy D.)
AF :	University of Rochester/Etats-Unis (1 aut., 2 aut.); University of Notre Dame/Etats-Unis (3 aut.); University of Minnesota/Twin Cities/Etats-Unis (1 aut.); Louisiana State University Health Sciences Center/New Orleans/Etats-Unis (2 aut.)
DT :	Publication en série; Niveau analytique
SO :	Child development; ISSN 0009-3920; Coden CHDEAW; Etats-Unis; Da. 2010; Vol. 81; No. 4; Pp. 1320-1335; Bibl. 2 p.
LA :	Anglais
EA :	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.
CC :	770B10C02; 770B13G
FD :	Typologie; Relation familiale; Milieu familial; Milieu scolaire; Adaptation; Théorie systémique; Relation parent enfant; Enfant; Age préscolaire
FG :	Homme; Interaction sociale; Environnement social
ED :	Typology; Familial relation; Family environment; School environment; Adaptation; Systemic theory; Parent child relation; Child; Preschool age
EG :	Human; Social interaction; Social environment
SD :	Tipología; Relación familiar; Medio familiar; Medio escolar; Adaptación; Teoría sistémica; Relación pariente niño; Niño; Edad preescolar
LO :	INIST-4558.354000191750830180
ID :	10-0394034

Links to Exploration step

Francis:10-0394034

Le document en format XML

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<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>
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<ET>Typologies of Family Functioning and Children's Adjustment During the Early School Years</ET>
<AU>STURGE-APPLE (Melissa L.); DAVIES (Patrick T.); CUMMINGS (E. Mark); MASTEN (Ann S.); OSOFSKY (Joy D.)</AU>
<AF>University of Rochester/Etats-Unis (1 aut., 2 aut.); University of Notre Dame/Etats-Unis (3 aut.); University of Minnesota/Twin Cities/Etats-Unis (1 aut.); Louisiana State University Health Sciences Center/New Orleans/Etats-Unis (2 aut.)</AF>
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Typologies of Family Functioning and Children's Adjustment During the Early School Years

Typologies of Family Functioning and Children's Adjustment During the Early School Years

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English descriptors

Abstract

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