The effects of youth and parenting factors on school functioning were assessed in a preadolescent sample of 70 Blacks. Attitudes about deviance and types of peer associations were reported by youth, and perceived achievement control and hostile control were provided by parents. Additional information about academic performance, adaptive functioning, and externalizing symptoms was recounted by teachers. Multiple regression analyses indicated that hostile control was positively related to delinquency symptoms and that achievement control was negatively associated with academic performance. These analyses also revealed that the modeling of negative behaviors by friends was positively related to aggression and delinquency symptoms and that perceptions of academic competence were positively associated with adaptive functioning and academic performance. Although replication of the current findings is clearly needed, the findings highlight the mutual influences of parental and youth factors to academic adjustments in Black youth.
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