A performance model for academic achievement in early adolescent boys.

This study tests a model for conduct-related school failure in young adolescent boys. In this model, family characteristics and child antisocial behavior serve as predictors of school adjustment and academic performance. Ss were 206 youths and their families, followed from the 4th through 8th grades. Results indicated that low parental academic achievement was associated with ineffective discipline practices and child antisocial behavior in the 6th grade. Ineffective discipline had a direct and negative effect on boys' 7th-grade academic engagement. Boys'academic engagement, in turn, had a direct and positive effect on 8th-grade academic achievement. A smaller direct effect of parental achievement on child achievement was also found