The Time-Varying Association Between Family Climate and Adolescent School Adjustment From 4 Grade to 12 Grade.
Family climate and adolescents' school adjustment are closely related. However, little is known about the developmental timing of "when" and "how" their associations change across grade levels. Using time-varying effect modeling (TVEM), this study aimed to examine the dynamic associations between fa...
| Publicado en: | Journal of Youth & Adolescence Vol. 54; no. 11; pp. 2751 - 2765 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Springer Nature
Nov2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=188714291&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 188714291 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Nov2025 vid: 54 iid: 11 pid: 237 pub: Springer Nature artinfo: ui: 188714291 10.1007/s10964-025-02219-3 ppf: 2751 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 971KB tig: atl: The Time-Varying Association Between Family Climate and Adolescent School Adjustment From 4 Grade to 12 Grade. aug: au: Xia, Mengya Chen, Xin Chi, Xinli affil: https://ror.org/03efmqc40 T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA https://ror.org/01vy4gh70 School of Psychology, Shenzhen University, Shenzhen, China https://ror.org/01vy4gh70 The Shenzhen Humanities & Social Sciences Key Research Bases of the Center for Mental Health, Shenzhen University, Shenzhen, China su: China High schools Psychology of middle school students Cross-sectional method Self-evaluation Family conflict Psychology of high school students Social cohesion Psychological adaptation Family relations Families Teenagers' conduct of life Social adjustment Academic achievement Family structure Middle schools Interpersonal relations Adolescence Statistical models Research funding Questionnaires Descriptive statistics Research Comparative studies Data analysis software Time sug: subj: High schools Psychology of middle school students Cross-sectional method Self-evaluation Family conflict Psychology of high school students Social cohesion Psychological adaptation Family relations Families Teenagers' conduct of life Social adjustment Academic achievement Family structure Middle schools Interpersonal relations Adolescence China Elementary and Secondary Schools Statistical models Research funding Questionnaires Descriptive statistics Research Comparative studies Data analysis software Time keyword: Developmental timing Family cohesion Psychology and Cognitive Sciences Psychology School connectedness Developmental timing Family cohesion Psychology and Cognitive Sciences Psychology School connectedness ab: Family climate and adolescents' school adjustment are closely related. However, little is known about the developmental timing of "when" and "how" their associations change across grade levels. Using time-varying effect modeling (TVEM), this study aimed to examine the dynamic associations between family climate and school adjustment from early to middle adolescence. The sample consisted of 15,451 adolescents in 4th to 12th grades, aged 9 to 18 years (M = 13.33, SD = 2.24); 52.2% were boys and 47.8% were girls; 25.5% were only children, while 74.5% had at least one sibling; 93.9% were from married-parent families, and 6.1% were from families with other structures. Results revealed that family cohesion and conflict were significantly associated with school connectedness and academic achievement across 4 to 12 grades, with the associations being stronger in middle school grades. Family cohesion also significantly moderated how family conflict related to school adjustment, supporting the "mattering" hypothesis rather than the "buffering" hypothesis. Specifically, family conflict had stronger negative associations with school connectedness among adolescent from high-cohesion families than those from low-cohesion families, particularly during the transition grades from middle to high school (9 to 10 grades). Family conflict also had a significant negative association with academic achievement in 4 to 9 graders from high-cohesion families, but such association was not significant for adolescents in low-cohesion families. Findings demonstrated the time-varying association between family climate and school adjustment across adolescence, with middle school being a critical time window for family-school intervention. Moreover, fostering a cohesive family climate, especially during key school transitions, may be an effective way to support adolescents' academic success and overall adjustment. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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