17 found
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  1.  5
    Sibling, Family Environment and Ability Correlates of Adolescents' Aspirations: Ethnic Group Differences.Kevin Marjoribanks - 1988 - Journal of Biosocial Science 20 (2):203-209.
  2.  9
    Family Background, Individual and Environmental Influences, Aspirations and Young Adults' Educational Attainment: A Follow-Up Study.Kevin Marjoribanks - 2003 - Educational Studies 29 (2-3):233-242.
    In this follow-up study of an earlier investigation (Marjoribanks, 2002a), relationships were examined between adolescents' educational aspirations and young adults' educational attainment, after taking into account measures of family background, individual characteristics and proximal learning settings. Data were collected as part of a longitudinal survey of Australian youth (3772 females and 3476 males). The findings from the two analyses suggest that: (a) family background, individual characteristics and proximal learning settings combine to have large associations with adolescents' aspirations, and these aspirations (...)
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  3.  13
    Bloom's Theory of School Learning: An Analysis.Kevin Marjoribanks - 1980 - Educational Studies 6 (1):55-63.
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  4.  8
    Sibling and Family Environment Correlates of Children's Achievement: Ethnic Group Differences.Kevin Marjoribanks - 1982 - Journal of Biosocial Science 14 (1):99-107.
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  5.  7
    Sex‐Related Differences in Socio‐Political Attitudes: A Replication.Kevin Marjoribanks - 1981 - Educational Studies 7 (1):1-6.
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  6.  15
    Family Socialisation and Children's School Outcomes: An Investigation of a Parenting Model.Kevin Marjoribanks - 1996 - Educational Studies 22 (1):3-11.
    The study investigated relationships between the dimensions of a parenting model and children's school outcomes. Also, a bioecological model was examined which proposes that proximal parenting processes have the general effect of mediating relationships between distal social contexts and children's outcomes, while advantageous individual characteristics enhance associations between proximal family processes and children's characteristics. Data were collected from 900 11 year‐old Australian children and their parents. The findings suggest that: a parenting model defined by parents’ aspirations, parenting practices, and parenting (...)
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  7.  11
    Family Environment and Cognitive Correlates of Young Adults' Social Status Attainment: Ethnic Group Differences.Kevin Marjoribanks - 1991 - Journal of Biosocial Science 23 (4):491-498.
    A longitudinal sample of 21-year-old Australians from Anglo-Australian, Greek and Southern Italian families was used to examine relationships of children's cognitive performance, family learning environments, adolescents' perceptions of family learning contexts, and measures of young adults' social status attainment. Generally, the findings using a regression approach indicated that there were ethnic group differences in the relations between parents' academic socialisation, children's cognitive performance, and measures of young adults' social status attainment. The results also showed that in each ethnic group, adolescents' (...)
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  8.  6
    Family Background, Individual and Environmental Influences on Adolescents' Aspirations.Kevin Marjoribanks - 2002 - Educational Studies 28 (1):33-46.
    A moderation-mediation model was constructed to examine relationships among family background, individual characteristics, proximal learning settings and adolescents' aspirations. Data were collected as part of a longitudinal study of Australian youth (3779 boys and 4001 girls). The findings from moderation-mediation investigations and from regression surface analyses suggest that: (a) the predictors combine to have large associations with adolescents' educational aspirations and small relationships with occupational aspirations; and (b) there are family country-of-origin differences in the linear and curvilinear nature of the (...)
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  9.  8
    Environments, Adolescents’ Aspirations and Young Adults’ Status Attainment.Kevin Marjoribanks - 1989 - Educational Studies 15 (2):155-164.
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  10.  8
    Social Class, Environments and Adolescents’ Aspirations.Kevin Marjoribanks - 1983 - Educational Studies 9 (3):135-143.
  11.  2
    Fifteen Thousand Hours: A Related Study of Family‐School Differences.Kevin Marjoribanks - 1982 - Educational Studies 8 (1):45-53.
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  12.  5
    Ethnic Stereotyping in Secondary Schools: A Further Analysis.Kevin Marjoribanks & Deirdre F. Jordan - 1985 - Educational Studies 11 (3):181-187.
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  13.  5
    Family Environmental Correlates of Students' Affective Characteristics: A South African Study.Kevin Marjoribanks & Mzobanzi Mboya - 1997 - Educational Studies 23 (2):243-252.
    This study examined the relationships between family environmental contexts, sibling structure, immediate family settings and students’ affective characteristics. Data were collected from 460 South African senior high school students. Using partial least-squares path modelling the findings suggest that environmental contexts and family immediate settings combine to have modest to large concurrent validities in relation to differing measures of students’ affective characteristics, immediate family settings are related more strongly to measures of student affect than are indicators of family environment contexts and (...)
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  14.  13
    Family Environment: Sibling Constellation and Social Class Correlates.Kevin Marjoribanks & Herbert J. Walberg - 1975 - Journal of Biosocial Science 7 (1):15-25.
  15.  8
    Individual‐Environment Correlates of Children's Mathematics Achievement.Kevin Marjoribanks - 1987 - Educational Studies 13 (2):115-123.
  16.  5
    Sibling and Environmental Correlates of Adolescents' Aspirations: Family Group Differences.Kevin Marjoribanks - 1994 - Journal of Biosocial Science 26 (3):301-309.
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  17.  9
    Family and School Correlates of Adolescents’ Creativity, Morality and Self Concept.James S. Raw & Kevin Marjoribanks - 1991 - Educational Studies 17 (2):183-190.
    This study examined relationships between adolescents’ perceptions of their family and school environments and measures of their creativity, morality and self concept. Parallel forms of environment schedules were used to assess the social‐psychological contexts of families and schools. Data were collected from 312 16 year‐old Australian students. Using commonality analyses, the results indicated that adolescents’ self concept and morality have moderate associations with their perceptions of family environments and more modest relationships with their perceptions of school environments, and adolescents’ creativity (...)
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