Introduction

Although an extensive body of work has shown that family functioning is linked to adolescent outcomes, less is known about how the family affects school outcomes and vice versa. The present longitudinal study tested reciprocal relationships between the family environment and school engagement during the middle school years.

Methods

A cross-lagged latent model tested these effects in 378 Turkish youth (53.7% males; M = 11.73, SD = 0.53) evaluated annually (Waves 1, 2, and 3) in grades 6 through 8.

Results

Findings showed the family environment positively predicted developmental changes in school engagement at each time point (β range = 0.18 to 0.24); school engagement also positively predicted developmental changes in the family environment (β range = 0.12 to 0.28). Follow-up multigroup tests by age, sex, and family structure showed that the reciprocal links between the family environment and school engagement were invariant.

Conclusions

Study findings supported reciprocal longitudinal links between developmental changes of the family environment and school engagement. They extend previous research by highlighting the continued importance of the home environment on developmental changes in academic performance in adolescents, and thus, inform parents, educators, and policymakers on the relevance of the family in promoting academic engagement and achievement in adolescence.

中文翻译：

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家庭环境和学校参与：对交叉滞后效应的调查。

介绍

尽管一项广泛的工作表明家庭功能与青春期结局有关，但人们对家庭如何影响学校结局知之甚少，反之亦然。目前的纵向研究测试了初中阶段家庭环境与学校参与之间的相互关系。

方法

交叉滞后潜伏模型测试了 每年（6、8年级）（波1、2和3）评估的378名土耳其青年（男53.7％；M  = 11.73，SD = 0.53）的这些影响。

结果

调查结果显示，家庭环境在每个时间点都积极预测了学校参与度的发展变化（β范围= 0.18至0.24）；学校参与也积极预测家庭环境的发展变化（β范围= 0.12至0.28）。根据年龄，性别和家庭结构进行的后续多组测试表明，家庭环境与学校参与之间的相互联系是不变的。

结论

研究结果支持家庭环境的发展变化与学校参与之间的相互纵向联系。他们通过强调家庭环境对青少年学业成绩的发展变化的持续重要性来扩展以前的研究，从而使父母，教育者和决策者了解家庭在促进青少年学业参与和成就方面的重要性。