Examines the relationship between teacher perceptions of student behavior and children's academic achievement at different levels of intelligence, social status, and family environment. Data were collected as part of a national survey of 11-, 12-, and 15-year-old English school children. (BD)

In 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),…

In this present study, a social learning theory of the family which links cognitive performance with distal and proximal environment variables is tested. The findings suggest that differences in the cognitive performance of children are better understood by analyzing relationships between structural social forces and the family learning…