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Cited by 5Attachment and Relationship DynamicsChild and Adolescent Psychosocial and Emotional DevelopmentParental Involvement in Education

Examining the Family Context and Relations with Attitudes to School and Scholastic Competence

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George, Melissa RW, Koss, Kalsea J, McCoy, Kathleen P, Cummings, E Mark, Davies, Patrick T·2010·Advances in School Mental Health Promotion
DOI 10.1080/1754730x.2010.9715691PMC PMC3438510
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Abstract

The importance of family relations in children's adjustment has been established, but questions remain about the contexts that account for these associations. Examining children's reactions to family stress holds promise for advancing our understanding of the relations between attachment and school-related outcomes. The present study examined children's attachment, basal cortisol, and emotional reactions in 235 community families, to understand contributions to children's attitudes to school and scholastic competence. Children's attachment security and normative basal cortisol both contributed to positive school outcomes, while insecurity in the context of low or high cortisol and emotional distress related negatively. Findings highlight the importance of examining stress in family contexts to advance the understanding of children's school functioning, with implications for school mental health interventions.

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  • Destructive interparental conflict is associated with cognitive and academic deficits, reduced sleep quality and quantity, and increased disordered eating patterns.

    “It is also associated with deficits in cognitive and academic functioning (George et al. 2010), reduced quality and quantity of sleep (El-Sheikh et al. 2006), and increases in disordered eating patterns (George et al. 2014).”

    From Mindfulness Interventions to Reduce Impact of Interparental Conflict on Adolescents. (2020) · cites this paper as George et al. 2010

    The Measures section describes a simulated marital dispute, and the Results report lower parent-reported scholastic competence for children who were insecurely attached, emotionally distressed, and had high cortisol levels. This supports a qualified association with scholastic competence, not a general association between destructive interparental conflict and cognitive and academic deficits. The Discussion says the study did not examine actual academic performance; the sleep and eating clauses cite other papers, not George et al. (2010). No page numbers are available in our copy. (LLM, conf=0.84)

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Authors
George, M. R., Koss, K. J., McCoy, K. P., Cummings, E. M., & Davies, P. T.
Affiliations
  • University of Notre Dame (US)
  • University of Rochester (US)
ORCID
Venue
Advances in School Mental Health Promotion
Publisher
Informa UK Limited
Published
2010-01
Volume
3
Issue
4
Pages
51-62
ISSN
  • 1754-730X (ISSN-L)
  • 2049-8535
DOI
10.1080/1754730x.2010.9715691
PMC
PMC3438510
OpenAlex
W1988482125
Cited by
5
References
50
Citations by year
2023: 1 · 2019: 1 · 2015: 1 · 2014: 2
FWCI
0.00
Type
journal article
Language
en
Open access
Locations
  • Advances in School Mental Health Promotion (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of Mental Health (R01MH057318)
Topics
  • Social Sciences › Psychology › Social Psychology › Attachment and Relationship Dynamics
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Education › Parental Involvement in Education
Keywords
family environment, attachment security, basal cortisol, family stress, attitudes toward school, scholastic competence, emotional distress

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