Expanding on family-work and work-study models, this article investigated a model for family-study conflict and family-study facilitation. The focus of the study was the relationship of family-study conflict and family-study facilitation with students' effortful behaviors and academic performance among a sample of university students (N = 1,656). Model tests using structural equation modeling identified participation in family activities, family social support, and involvement with family as antecedents of both family-study conflict and family-study facilitation. In turn, family-study conflict was negatively related to study effort, and family-study facilitation positively contributed to students' study effort. Effort positively predicted students' grade point average.

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doi.org/10.1037/a0024420, hdl.handle.net/1765/70116
Journal of Educational Psychology
Erasmus School of Philosophy

Meeuwisse, M., Born, M., & Severiens, S. (2011). The Family-Study Interface and Academic Outcomes: Testing a Structural Model. Journal of Educational Psychology, 103(4), 982–990. doi:10.1037/a0024420