| 000 | 01641nam a22002417a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20241205133532.0 | ||
| 008 | 241205b |||||||| |||| 00| 0 eng d | ||
| 022 | _a0144-3410 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB1051 EDU |
| 100 | 1 |
_aMarjoribanks, Kevin _eauthor |
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| 245 | 1 | 0 |
_aFamily environments and children’s outcomes _ccreated by Kevin Marjoribanks |
| 264 | 1 |
_aOxfordshire: _bTaylor and Francis, _c2005. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aAn international journal of experimental educational psychology _vVolume 25, number 6, |
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| 520 | 3 | _aIn the article, theoretical orientations and empirical studies are examined that have investigated relationships between family learning environments and children's school-related outcomes. A family model is proposed that involves associations among family background (human and economic capital, parents' aspirations, and cultural contexts), intermediate family settings (sibling structure, family type, and family disruption), and immediate family settings (family social and cultural capital). It is suggested that our understanding of children's school performance will be enriched by examining the intricate nature of the interrelationships among family and school settings, individual characteristics, and outcomes, for children from different family social and cultural contexts. | |
| 650 |
_aChildren's learning _vParent-teacher programs _xFamily learning environments |
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| 856 | _uhttps://doi.org/10.1080/01443410500344704 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c168597 _d168597 |
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