CHILDRENS GRADES PARENTS GRADES - HOW FAM ILY COMMUNICATION IS MIRRORED IN ACADEMIC-ACHIEVEMENT OF ADOLESCENT CHILDREN

Although many studies have linked children's academic achievement with family variables, the microsocial level of children's experiences in their families has been largely neglected. The study focuses on the re lationship between children's different academic careers and communica tion experiences within their families. Thirty nine children (average age 11,6 years, caucasian, middle class) and their parents were observ ed in their homes while discussing a series of everyday topics which w ere presented in a structured situation and in two different dyadic co nstellations (mother-child, father-child). Discussions in parent-child dyads were scored from videotape according to formal, verbal and nonv erbal aspects of communication. Families were divided into three group s according to the children's average grades (high, medium and low gra des). Resulting frequencies of communication elements were cross-tabul ated by grade groups and constellations, and analyzed by applying log- linear modeling. Results show significant links between children's aca demic achievements and specific patterns of parent-child communication For example, low graders exhibited less negotiation behavior during d iscussions than high graders, and high graders discussed in a more ega litarian atmosphere when interacting with their parents than was the c ase for low graders. Discussion is directed toward the need for a bett er differentiation of family variables when studying the family as a c ontext of individual development.