Uses an interactionism framework to examine to what extent measures of children's intellectual ability and school-related attitudes are associated with mathematics achievement at different family environment levels. Findings show mathematics performance had strong associations with ability, moderate relations to family environment, and negligible…

In the present study, cognitive performance was examined by analysing a path model which included family environment variables, social status indicators, and a set of enabling conditions consisting of self-esteem, attitudes toward schoolwork and educational and occupational aspirations. (Editor)

This study goes beyond much of previous research by using regression models to generate regression surfaces and by including measures of family and school environments in analyzing relations between personality and measures of cognitive and affective characteristics in Australian 12-year-old children. (Author/KR)

Uses the Bloom model of development to examine the relationship between family environment and reading performance over a 4-year period. Subjects were 3 cohorts of English children with mean ages of 7, 8, and 11 years at the time of the initial testing. (BD)

A study of the utility of occupational situs categories in educational research that investigated relationships between occupational status, family learning environments, and children's academic achievement revealed that the type of family learning environment is related to parents' occupational status and to the meaning that persons attach to…

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)

The influence of both the school and the family on student achievement is studied, and a foundation for future research incorporating both classroom and family environment variables is provided. (RL)

This survey of 11-, 12-, and 15-year-old English schoolchildren suggests that (1) at each level of family environment, increases in affective characteristics are associated with increments in cognitive scores, and (2) at each level of attitudes toward school and locus of control, increases in family environment scores are related to increments in…

Incorporates measures of family environment (parent-child interaction) into research methodology to study the effects of sibsize (family size and birth order) on a child's cognitive performance and affective behavior. Provides tentative support for the confluence model of sibsize influences on children's behaviors. (RL)

The results of the present study suggest that family learning environments as perceived by 16-year-olds have negligible to moderate associations with social context and academic achievement measures that were assessed when the adolescents were five years younger, indicating the possible complexity of relationships between adolescents' perceptions…

A new measure of the learning environment of the home was developed in order to examine the relationship between the environment of children and mental ability test performance. Results provide support for the use of the sub-environment approach in the study of intellectual performance. (Author/AG)

The review indicates that refined measures of the family environment and the use of complex statistical models increase the understanding of the relationships between socioeconomic status, sibling variables, family environment, and cognitive development. (RC)

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),…

A follow-up investigation, conducted 5 years later, of previous research concerning relations between family environment and cognitive performance of 11-year-old Australian children of different ethnic backgrounds, was conducted. Hierarchical regression analyses, using earlier data, showed that parental influences are the strongest factor…