Indiana University-Purdue University Indianapolis (IUPUI) / Previous research has established that supportive work and family environments are critical in helping employees manage stressors that lead to work-family conflict. However, little is known about alternate ways that work-family conflict can be reduced in situations where support is insufficient. Drawing on Conservation of Resources theory, this study examines whether individual differences in personality, specifically core self-evaluations (CSE), can relieve work-family conflict when external sources of support (i.e., family-supportive organizational perceptions (FSOP), supervisor support, family support) are low. Results from 453 men and women in various industries and organizations suggest that FSOP and supervisor support reduce work-to-family conflict (WFC), and that family support reduces family-to-work conflict (FWC). In addition, work-family conflict mediated the negative relationships between social support and employee burnout. Contrary to predictions, however, instead of compensating for low FSOP, WFC was reduced especially for individuals, particularly men, who had both strong FSOP and high CSE. This implies that men who hold more positive views toward their self-worth and competence stand to gain more from family-supportive work environments than individuals who lack the same internal resources. CSE did not have this boosting influence for women. CSE also moderated the indirect relationship between FSOP and burnout through WFC, meaning that individuals with high CSE who also perceived their organization as family-supportive experienced significantly less burnout than those with low CSE.

The Department of Education funded this study as a part of a larger longitudinal study to examine the relationship between the role of family environment factors and academic performance among adolescents. The participants included 685 middle school adolescents from rural and semirural public schools. Family environment factors were gathered using the Family Environment Scale (Moos & Moos, 1981) and included family conflict, family support, and showing affection. Standardized test scores across 4 domains and final course grades across 4 domains were collapsed and used as measures of academic performance. The moderating relationship between support, conflict, and academic performance was examined. The mediating relationships between self-efficacy, parent involvement, family environment factors, and academic performance were examined. Results indicated that significant relationships existed and underscore the importance of bolstering resiliency in adolescents as mechanisms for ameliorating risk factors associated with academic failure.

Introduction: Psychosomatic complaints have increased among adolescents in recent decades, as well as overweight and obesity rates, which have become a public health issue. The associations between weight status and psychosomatic complaints are not clear, therefore further research is needed. The aim of this study was to explore the associations between weight status and psychosomatic complaints among Swedish adolescents, and the possible buffering effect of family support. Methods: This study was based on cross-sectional data of the Swedish Health Behavior in School-aged Children (HBSC) of 2017/18, that included 3,133 boys and girls aged 11, 13 and 15 years. Weight status was based on self-reported information on weight and height, which was used to calculate body mass index (BMI) and construct the categories “non-overweight”, “overweight” and “obese”. Psychosomatic complaints were based on information on the frequency of eight different complaints, that was summed to an index. Family support was measured by three items that described the received support. An index was constructed which was dichotomized into two categories, low and high family support. Gender, age and family affluence were included as covariates. Linear regression analyses were performed to investigate the associations between weight status and psychosomatic complaints. Interaction analyses were used to see whether family support moderates the main association. Additional family support- and sex-stratified analyses were conducted. Results: The results revealed that obesity is associated with higher levels of psychosomatic complaints. Being non-overweight or overweight did not show any significant associations with the outcome. Girls reported higher levels of psychosomatic complaints compared to boys. Family support could buffer against obese girls’ psychosomatic complaints. Conclusions: The findings of this study highlight the importance of public health actions to prevent childhood obesity and additionally the significant role of family support in decreasing obese adolescents’ psychosomatic complaints. Furthermore, more research is needed for better understanding of these associations.

No description available.

The primary aim of this research was to determine whether the home environment of secondary school children has an influence on their academic performance. A literature study was done where the major aspects of the home environment were identified: family lifestyle, parental involvement and attitude, physical living conditions. An analysis of academic performance and the factors affecting it was done. A measuring instrument was developed in order to measure the home environment in terms of being positive or negative. The results of the empirical research indicated that while home environment and age do play a significant role in the academic performance of secondary school children, gender, maternal employment, and whether the child lives permanently with both parents, did not. The educational implications of the findings and the teacher's role are discussed, and guidelines regarding the development of a home environment conducive to better academic performance are given. / Psychology of Education / M. Ed. (Psychology of Education)

Thesis(MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Autism or Autism Spectrum Disorder (ASD) is a condition that, at present, affects approximately one out of every 100 children globally and indications are that the prevalence thereof is steadily on the rise. ASD is a complex neurological condition that impairs social interaction, communication and behaviour. Research on the wide-ranging effects of ASD and its unique characteristics in each child with ASD is widely available. Several studies refer to the fact that ASD has an impact on the family unit, but very few researchers have investigated the support that families from different cultural groups in South Africa are enjoying whilst raising a child with autism. The current situation being what it is means that professionals and families have very little data on the subject and inadequate support is available to address the specific needs of families who are raising a child with autism. The aim of this study was to investigate the support structures of three families from three different cultural groups in South Africa who were raising a child with autism. The central issue that was researched was the support structures available to parents raising a child with autism, and how parents access that support. This is a qualitative study within an interpretive research paradigm. In this case study, the methods of data collection comprised semi-structured interviews, observations and reflective journals. This design embraced qualitative research methods that could expose the uniqueness of each family’s experience and allowed participants the freedom to express this. The three families, who were purposefully selected for this study, were from different cultural backgrounds. One of the children in each family met the criteria published in the Diagnostic and statistical manual of mental disorders, fourth edition, text revision (American Psychiatric Association, 2000) for Autism or Pervasive Developmental Disorder not Otherwise Specified (PDD-NOS). The study found that the parents in the three families received support from their spouses and the neuro-typical siblings. The families also enjoyed physical support, financial support and emotional support from different sources. Parents reported feeling supported when others show acceptance and understanding of their children’s deficits and when such others are prepared to ‘go the extra mile’. The three families also perceived information and guidance as a valuable source of support. Even though they had firm support structures in place, they also reported on the lack of support available to them. All three families enjoyed these forms of support, but it was interesting to find out that the families received the support from different sources. / AFRIKAANSE OPSOMMING: Outisme of outisme spektrum versteuring (OSV) is 'n toestand wat tans ongeveer een uit elke 100 kinders wêreldwyd affekteer en daar is aanduidings dat die voorkoms daarvan steeds toeneem. OSV is 'n komplekse neurologiese toestand wat swak sosiale interaksie, kommunikasie en gedrag tot gevolg het. Navorsingsresultate oor die breë gevolge van OSV en die unieke eienskappe daarvan in elke kind met OSV is algemeen beskikbaar. Verskeie studies verwys na die feit dat OSV 'n impak het op die gesinseenheid, maar tot dusver het baie min navorsers die ondersteuning ondersoek wat gesinne uit verskillende kulturele groepe in Suid-Afrika tydens die opvoeding van 'n kind met outisme geniet . Die huidige situasie voorsien professionele mense en gesinne van baie min data oor die onderwerp en onvoldoende ondersteuning is beskikbaar om die spesifieke behoeftes van gesinne met 'n kind met outisme aan te spreek. Die doel van hierdie studie was om ondersoek in te stel na die ondersteuning wat gesinne in verskillende kultuurgroepe in Suid-Afrika tydens die opvoeding van ‘n kind met outisme geniet. Die sentrale ondersoekvraag het betrekking gehad op ondersteuningstrukture vir gesinne met ‘n kind met outisme binne hul kultuurgroep, sowel as die wyse waarop die gesinne toegang tot die ondersteuning verkry. Die studie was kwalitatief van aard binne 'n interpretatiewe navorsingsparadigma en ’n gevallestudie is as navorsingsontwerp gekies. Data is deur middel van semi-gestruktureerde onderhoude, waarnemings en reflektiewe joernale ingesamel. Die kwalitatiewe navorsingsmetodes omvat die uniekheid van elke gesin se ervaring en laat deelnemers die vryheid om uitdrukking daaraan te gee. Drie gesinne is doelbewus vir hierdie studie gekies. Die gesinne moes oor die volgende kenmerke beskik: Hulle moes uit verskillende kulturele agtergronde (Afrikaan, Wit en Indiër) kom. Hul kind moes voldoen aan die kriteria in die Diagnostiese en Statistiese Handleiding van geestesversteurings, vierde uitgawe, teks hersiening (2000) vir Outisme of pervasieve ontwikkelingsstoornis nie anders gespesifiseer nie (PDD-NOS). Verskeie etiese beginsels is vir hierdie studie nagekom om te verseker dat die navorsing eties was. Die studie het bevind dat die ouers in die drie gesinne ondersteuning van hul gades en die neurotipiese broers en susters van die kind met outisme ontvang het. Die gesinne het ook fisiese ondersteuning, finansiële steun en emosionele ondersteuning vanuit verskillende bronne geniet. Die gesinne het aangedui dat hul ondersteun voel wanneer hul kinders se afwykings aanvaar word, begrip daarvoor getoon word en andere bereid was om die ‘ekstra myl te loop’. Die drie gesinne het ook inligting en leiding as waardevolle bronne van ondersteuning ervaar. Selfs al het die families sterk ondersteuningstrukture in plek gehad, het hulle ook die gebrek aan ondersteuning uitgelig. Al drie gesinne geniet die bogenoemde vorme van ondersteuning, maar dit was interessant om uit te vind dat die families hierdie ondersteuning vanuit verskillende bronne ontvang het.

L’objectif de cette recherche est d’expliciter et de comprendre les mécanismes sous-jacents à certains aspects de l’adaptation scolaire des enfants de 5-6 ans en lien avec le soutien parental scolaire en conditions de vie défavorisée. Pour y arriver, nous avons soumis, à l’épreuve des faits, notre modèle de soutien scolaire parental qui articule pauvreté, perceptions des difficultés d’adaptation scolaire, soutien socio-familial, modèles de socialisation familiale et engagement parental scolaire. La première étape a consisté à l’évaluation de l’adaptation scolaire de 146 enfants du Cours d’Initiation (CI) à l’aide d’un questionnaire rempli par les enseignants (Florin, Guimard et Nocus, 2002). La seconde étape a été consacrée au recueil d’informations par entretien directif auprès de 48 parents (24 parents d’enfants ayant une adaptation scolaire adéquate et 24 parents d’enfants présentant des difficultés d’adaptation scolaire) sur les dimensions du soutien scolaire parental. Les résultats obtenus mettent en évidence d’importants liens entre la plupart des variables de notre modèle et l’adaptation scolaire des enfants. Sur la base de ces liens, trois profils types de parents qui favorisent ou, au contraire, rendent problématique l’adaptation scolaire des enfants ont été établis :(i) Profil de parents qui favorise moyennement l’adaptation scolaire chez les enfants ;(ii) Profil de parents qui favorise fortement l’adaptation scolaire chez les enfants ;(iii) Profil de parents qui produit les difficultés d’adaptation scolaire chez les enfants.Ces profils types varient, notamment, en fonction des perceptions et représentations que les parents ont des difficultés scolaires de leurs enfants, du soutien familial et social qu’ils reçoivent ou non, du modèle de socialisation familial qu’ils promeuvent et de leur engagement scolaire. Les résultats de la présente recherche gagneraient à être vulgarisés auprès des parents et des enseignants. Mieux, leur prise en compte dans les stratégies de prévention précoce des difficultés d’adaptation scolaire des jeunes enfants à travers des actions des professionnels de l’éducation avec les familles sont autant de pistes de travail que nous poursuivrons comme suite à notre présent travail de recherche. / The main purpose of this research work is to make explicit, and understand the mechanisms underlying aspects of the relation between children of 5 to 6 years adaption to school and parental support in unprivileged life conditions. To succeed in doing this, we submitted to the facts proof our model of parental school support which deals with poverty and/or insecurity, perceptions and representations of difficulties related to adaptation to school, socio-family support, models of family socialization and parental commitment in school. The first step dealt with evaluation of how 146 children in Primary One adapt to school through a questionnaire filled by teachers (Florin, Guimard & Nocus, 2002). The second step is devoted to collection of information through directed talk with 48 parents (24 parents whose children adaptation to school is suitable and 24 parents whose children have difficulties in adaptation to school) upon dimensions of parental support in school. The results obtained give proof of important links between most of the variables of our model of parents’ support and children adaptation to school. On the basis of those links, three types of parents’ profiles who either promote or make problematic children adaptation to school are established:(i) Parents who promote on some average children adaptation to school(ii) Parents who strongly promote children adaptation to school(iii) Parents who produce difficulties to children adaptation to schoolThose type profiles vary in particular according to the perceptions and representations parents have of their life conditions, their children difficulties at school, of family and social support they have or not, of the family socialization model they promote and of their commitment in school. The result of this research work will be better off being popularized to parents and teachers. Better, their being taken into account in strategies of early prevention of children’ difficulties in adaptation to school through professionals of education’s actions with families are so much paths of work that we will carry on with as a continuation of this research work.

INTRODUCTION. This dissertation concerns childbirth and its position within the Greenlandic society. It takes a world relational view to health promotion during, focusing on the perinatal family and the importance of the mothers, the child, their families and the local community as equal pieces of a whole. AIM. The aim of the dissertation is to present new concepts and knowledge concerning the health of the perinatal family in Greenland. It looks holistically at the place of birth with focus on the issue of support of the perinatal family. It seeks to present the perinatal family and its position within the Greenlandic society. It links the changes in health policy with the concepts of family, attitude and community structure. It draws on statistical, historical, anthropological and cultural data within the context of the Greenlandic perinatal family. METHOD AND MATERIAL. The dissertation is comprised of four studies and uses multidisciplinary methods. Over an eight-year period from 2003 to 2011, narrative interviews and focus groups were collected at four sites in Greenland: Nuuk, Ilulissat, Sisimiut and Tasiilaq. Data included seven focus groups with 35 participants, supplemented with 18 individual interviews of mothers, fathers and Culture Bearers, as well as two literature studies. The mode of conducting focus groups and interviews was based on the principles in the Helsinki Declaration. RESULTS. The perinatal family’s concepts of safety are often connected directly to access to family and community. Family is perceived as security, and lack of family support and network as insecurity. The concept of family and community is culturally specific and connected to the immediate family, extended family and kin. There is a cultural room for birth in Greenland, where the health of the perinatal family lies in their ability to strengthen the bonds within family, kinship and community networks. The mothers of the study perceived themselves as the bearers of their children; the fathers considered themselves to be the artisans and caregivers for their family; the community, including the extended family, deemed an important support network for the families. CONCLUSION. It is important to understand the link that exists between traditional and cultural properties and the health of the child within the family. These are elements of the eco cultural pathways that are already integrated within the family interactions and could be a way to strengthen family interaction and health. Families and community support these traditions and in healthy eco cultural exchanges it enhances the child’s role as a health–promoting agent within the family. Greenlandic public health, health promotion programs and the national perinatal guidelines have a physical health focus, but do not address the mental, social and spiritual dimensions of perinatal health. This fragmented way of perceiving and implementing health does not support the relational worldview that is an integral part of the culture of Greenland, and thus many families struggle to exercise choice within the system / INDLEDNING. Afhandlingen omhandler fødselen og dets betydning i det grønlandske samfund, idet der anlægges et holistisk sundhedsfremmende syn på den perinatale periode og der fokuseres på vigtigheden af kvinder, børn, deres familier og lokalsamfundet som ligeværdige dele af helheden. MÅL. Målet med afhandlingen er, at præsentere nye begreber og viden om sundheden om den perinatale familie i Grønland. Der ses holistisk på fødested og dens indflydelse på familiestøtte i den perinatale periode. Afhandlingen tilstræber at præsentere den perinatale familie og dens placering i det grønlandske samfund. Den forbinder ændringerne i sundhedspolitikken med begreberne familie, holdninger og samfundsstruktur. Den bygger på statistisk, historisk, medicinsk-antropologisk og kulturel data inden for rammerne af den perinatale sundhed i Grønland. METODER OG MATERIALER. Afhandlingen indeholder fire studier som benytter sig af tværfaglige metoder. Der er i en otteårig periode fra 2003 til 2011 gennemført fokusgrupper og individuelle interviews, ligesom der er gennemført to litteraturstudier i samme periode. Det empiriske data er indsamlet fire steder i Grønland: Nuuk, Ilulissat, Sisimiut og Tasiilaq. Syv fokusgrupper med i alt 35 deltagere, er suppleret med 18 individuelle interview med kvinder, fædre og Kulturbærer. De anvendte metoder til gennemførsel af afhandlingens interviews og fokusgrupper er i overensstemmelse med Helsinki-Erklæringen RESULTATER. For de perinatale familier er begrebet sikkerhed ofte knyttet direkte til familie og samfund. Familien opfattes som sikkerhed, og manglende mulighed for familie støtte og netværk opfattes omvendt som usikkerhed. Begrebet ansvar er for familien og samfundet kulturelt specifikt og er knyttet til den nærmeste familie, udvidede familie og slægtninge. Der findes et ‘kulturelt rum’ for fødsel i Grønland, hvor den perinatale families evne til at styrke båndene indenfor familien, slægtskabet og det lokale netværk er medvirkende til familiens sundhed. Lokalsamfundene, familierne og kvinderne i studierne opfatter sig selv som bærer af deres børn, fædrene opfatter sig som støtteskabende omsorgsgiverer for deres familie, og lokalsamfundet, herunder den udvidede familie, opfatter sig som et vigtigt støttenetværk for familierne. KONKLUSION. Det er vigtigt at forstå det sammenhæng, der eksisterer mellem traditionelle og kulturelle egenskaber og barnets sundhed i familien. Disse er elementer af de øko-kulturelle stier, der allerede er integreret i familiens samspil og kan være måder hvorved familiens samspil og dens sundhed styrkes. Familierne og samfundet støtter disse traditioner og i en sund øko-kulturudveksling styrker det barnets rolle som sundhedsfremmende agent inden for familien. Grønlandsk folkesundhed, sundhedsfremmende programmer og de nationale perinatale retningslinjer har et fysisk sundhedsfokus, men der tages ikke højde for de mentale, sociale og åndelige dimensioner indenfor perinatal sundhed. Denne opsplittede måde at opfatte og gennemføre sundhed på, understøtter ikke det relationelle verdenssyn der udgør en integrerende del af kulturen i Grønland, hvofor mange familier kæmper for at udøve selvbestemmelse inden for systeme / AALLARNIINEQ. Ilisimatuutut allaatigisap ernineq pillugu imarisaqarpoq, erninerullu kalaallit inuiaqatigiinni pingaaruteqassusia aamma sammineqarluni, erninerup nalaani ataatsimut isiginninnittaaseqarluni aammalu arnat, meeqqat, ilaqutaasa najukkamilu innuttaasut ataatsimoornermi naligiittut isigalugit. ANGUNIAGAQ. Ilisimatuutut allaatigisami anguniagaavoq, isummat nutaat ilisaritissallugit kalaallillu ilaqutariit meeraalu erninerup nalaani peqqissutsimut ilisimasariaqartut sammineqassallutik. Ilisimatuutut allaatigisap anguniarpaa ilaqutariit ernininerup nalaani ilisaritissallugit aammalu erninerup kalaallit inuiaqatigiinni inissisimanera takutissallugu. Peqqinnissaqarnermi allannguutit eqqarsaatigalugit ilaqutariissuseq, isummersortarneq inuiaqatigiinnilu aqqissuusaaneq sammineqarput. Sumi inunngorsimaneq ataatsimut isiginnittaaseqarluni sammineqassaaq aammalu erninerup nalaanni sumi inunngorsimaneq ilaqutariinnut tunaartaanersoq. Allaaserisami paasissutissat Kalaallit Nunaanni erninerup iluani peqqinnissaqarnikkut tunngasutigut aamma statistikkikkut, oqaluttuarisaanikkut, antropologiskimik, biofysiskimik, kulturikkullu tunngavilersuutit atorneqassapput. ILISIMATUSARNERMI NAJOQQUTASSANIK KATERSUINEQ. Atuagarsornikkut misissuinerit ukiuni arfineq pingasuni ingerlanneqarput ukioq 2003-miit ukioq 2011 ilanngullugu, soorlulusooq alaatsinaanneqartunik apersuinerit inunillu ataasiakkaanik apersuinerit ingerlanneqarsimallutik. Atuagassiaqarnikkut misissuinerit marluk ingerlanneqarsimapput, ilisimatusarnikkut paasissutissanik misissuinerit Kalaallit Nunaanni piffinni sisamaasuni ingerlanneqarsimalluni: Nuuk, Ilulissat, Sisimiut Tasiilarlu. Alaatsinaanneqartunik apersuinerit arfineq marluk, taakku katillutik 33-nik peqataasullit ingerlanneqarsimapput, tassungalu ilanngullugu inunnik ataasiakkaanik 18-iusunik arnanik, ataataasunik, kulturikkullu ersuttunik apersuinerit. Ilisimatusarnikkut sakkugineqartut ilisimatuutut allaatigisami apersuinermi alaatsinaanneqartunillu apersuinerit Helsinki-Erklæring naapertorlugu ingerlanneqarput ILISIMATUSARNIKKUT INERNERI. Nunasiaajunnaarnermi ernineq arnanut namminerminut tunngatinneqarpoq taamaasilluni ernineq pillugu paasissutissat amerlagisassaanngitsutut oqaatigisariaqarlutik. Erninermut naalakkersuinikkut anguniakkat malittarisassallu sumiiffinni ataasiakkaani qinikkanit allaffimmilu aqutsisunit saqqummiunneqartarsimapput, qaqutiguinnartumillu arnanut ernilersunut aammalu najukkami inuiaqatigiinnut isumaqatiginninniutaasarsimallutik. Ilaqutariinnut erneqqajaasunut isumannaallisaaneq isummap imarisaatut isigalugu ilaquttariinnut inuiaqatigiinnullu tunngatinneqarput. Ilaquttariit toqqaannartumik isumannaallisaasutut isigineqarput, ilaqutariinnilu qanigisanilu tapersersuisoqarsinnaanngikkangat nalornineq pilersarluni. Akisussaaneq ilaqutariinnut inuiaqatigiinnullu isummap imarisaatut isigalugu kulturikkut immikkut isigineqarpoq qaniginerpaasanullu tunngatinneqarluni, ilaquttanut qanigisanullu allanut. Kalaallit Nunaanni erninermut tunngasut "kulturikkut immikkut inissaqartinneqarput", tamatumani erninerup nalaani ilaqutariit imminut qanilleqqajaallaqqissisarlutik, ilaqutariissuseq najukkamilu inuiaqatigiit ataqatigiinnerat peqqissutsimut tapertaalluartarlutik. ILISIMATUSARNERUP NAAMMASSILERNERANI ISUMMIUSSAQ. Kalaallit ilaqutariit unamminartunik naapitsinermi naapertuulluartumik aaqqiisinnaasimapput, tamatumani nunarsuarmioqatigiinni aningaasaqarnikkut ineriartornermi inuiaqatigiillu malinnaataasumik ineriatorfiata kingunerisaannik pisimasut anigorluarsimallugit. Najukkami inuiaqatigiit, ilaqutariit arnallu misissuinermi meeqqanik nammattutut imminut paasinnipput, ataataasullu ilaqutariinni meeqqanut tapersersuisutut inuttullu isumaginnittutut imminut paasinnipput, aammalu najukkami inuiaqatigiit ilaqutariillu tamarmiusut ilaqutariinnut pineqartunut ataqatigiiaattut pingaarutilittut imminut paasillutik.

Dans l’objectif de rendre intelligible les caractéristiques des parcours scolaires des enfants d’origine maghrébine en France, nous avons mené une étude qualitative et microsociologique dans des milieux défavorisés de l’Île de France. Notre intérêt a porté sur l’appréhension et le démêlage des éléments et des facteurs qui rendent possible ces parcours. Pour ce faire, nous avons opté pour une méthode biographique qui nous a permis de montrer que le profil et le parcours scolaires des jeunes rencontrés résultent d’un processus globale interactif et constructif dont plusieurs éléments, phénomènes et évènements interdépendants s’interfèrent et s’influencent. Ainsi, nos investigations montrent la primordialité de la dimension singulière et individuelle de chaque expérience scolaire. En revanche, la formation et la transformation d’un parcours scolaire ne se limitent ni à cette singularité ni à des conditions générales de vie et de scolarité des enfants d’immigrés maghrébins, mais sont le résultat de l’interaction continue de l’ensemble de ces éléments. Par ailleurs, les configurations et les histoires familiales demeurent un composant substantiel de ces éléments. Enfin, nous avons décelé, chez une importante partie de nos enquêtés et leurs familles, une forte volonté de réussite scolaire, comme seul moyen de leur ascension social. / The purpose of this paper is to give an intelligible account about the schooling characteristics of children living in France and coming from North Africa. We carried out a qualitative and micro-sociological study in underprivileged area of Région Ile de France. We devoted our interest on the apprehension and the disantanglement of the elements and factors making these schoolings possible. In order to achieve this, we opted for a biographical method that permits us to prove that the qualifications and the schoolings of the young people we have met result from a global interactive and constructive process of which several elements, phenomena and interdependent events interfere and influence one another. Thus, our investigations show how essential each school experience is in its uniqueness and its individuality. On the other hand, the formation and transformation of a schooling go beyond this singularity, the general living conditions and schooling of the children born to North African immigrants, but are the result of the continious interaction of all these elements. In addition, the types of families and their histories remain a substantial component of these elements. Finally, we identified among those surveyed and their families a strong will to succeed at school, this being the only way to go up the social ladder.

The primary aim of this research was to determine whether the home environment of secondary school children has an influence on their academic performance. A literature study was done where the major aspects of the home environment were identified: family lifestyle, parental involvement and attitude, physical living conditions. An analysis of academic performance and the factors affecting it was done. A measuring instrument was developed in order to measure the home environment in terms of being positive or negative. The results of the empirical research indicated that while home environment and age do play a significant role in the academic performance of secondary school children, gender, maternal employment, and whether the child lives permanently with both parents, did not. The educational implications of the findings and the teacher's role are discussed, and guidelines regarding the development of a home environment conducive to better academic performance are given. / Psychology of Education / M. Ed. (Psychology of Education)