EFFECTS OF FAMILY ENVIRONMENT AND PARENT-CHILD RELATIONSHIPS ON SCHOOL ADJUSTMENT DURING THE TRANSITION TO EARLY ADOLESCENCE

This research investigated the relationship between family experiences and school adjustment in a 2-year longitudinal study of a community s ample of fourth- to sixth-grade youth (N = 159). Family measures asses sed perceptions of overall social support received from family members , various dimensions of family environment, and relationships with eac h parent. Measures of school adjustment consisted of grades, frequency of absences from school, and self-reported scholastic self-concept. I nitial ratings of family organization and parent-child relationships w ere both related significantly to follow-up indices of school adjustme nt obtained 2 years later. These associations were also evident in pro spective analyses that controlled statistically for initial levels of school adjustment. The discussion considers the adaptive significance of family experiences during the transition to early adolescence.