A PERFORMANCE-MODEL FOR ACADEMIC-ACHIEVEMENT IN EARLY ADOLESCENT BOYS

This study tests a model for conduct-related school failure in young a dolescent boys. In this model, family characteristics and child antiso cial behavior serve as predictors of school adjustment and academic pe rformance. Ss were 206 youths and their families, followed from the 4t h through 8th grades. Results indicated that low parental academic ach ievement was associated with ineffective discipline practices and chil d antisocial behavior in the 6th grade. Ineffective discipline had a d irect and negative effect on boys' 7th-grade academic engagement. Boys ' academic engagement, in turn, had a direct and positive effect on 8t h-grade academic achievement. A smaller direct effect of parental achi evement on child achievement was also found. Results are discussed in terms of research on parental influence on academic success and life s pan models of the development of antisocial behavior.