This article discusses relations between family functioning and academic achievement in young adolescents. Toward this end, the literature on links between parenting and children 's cognitive competence is reviewed. It is thenproposed that social and emotional adjustment might play a critical role in mediating relations between parenting practices and young adolescents' academic performance. To support this notion, a program of research on family functioning, emotional distress and self-restraint, and academic performance in early adolescent boys is described. Finally, future directionsfor research in this area are discussed. Issues concerning methodsfor studying parent-child relationships, the use of a broader systems approach for defining family functioning, and intrapersonal processes that might mediate the link between parenting practices and school achievement are raised.
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