Typologies of Family Functioning and Children's Adjustment During the Early School Years
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Auteurs : RBID : Francis:10-0394034Descripteurs français
- Pascal (Inist)
- Wicri :
- topic : Milieu scolaire, Enfant.
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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.
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<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><idno type="MainMerge">000138</idno><idno type="wicri:Area/Main/Merge">000C08</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></record>Pour manipuler ce document sous Unix (Dilib)
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