marieke meeuwisse - risbo
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Marieke Meeuwisse - RisboTRANSCRIPT
April 8, 2023 1
The family-study interface:Differences and similarities between
ethnic minority and ethnic majority students
Marieke Meeuwisse, Risbo, Erasmus University RotterdamMarise Ph. Born, Erasmus University Rotterdam
Sabine E. Severiens, Risbo, Erasmus University Rotterdam
April 8, 2023 2
Theory - Conflict
Three types of interrole conflict (Greenhaus & Beutell, 1985; Carlson, 1999)
• Time-based conflict• Strain-based conflict• Behavior-based conflict
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Theoretical model
FSC-time
FSC-strain
FSC-behavior
Participation in family activities
Family support
Involvement with
family
Effort
School satisfaction
GPA
Figure 1. Theoretical model of family-study conflict, its antecedents and academic outcomes.
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Method
• Data collected among 1656 fulltime students at a major university in the Netherlands
• Mage = 22.18 (SD = 2.76)• 21% non-Western ethnic minority students
• Multivariate analyses of variance• Linear structural modeling analyses (Amos)
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Results (1) – Multivariate analysis: GPA
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PA
Ethnic majority
Non-Western ethnicminority
Figure 2. Mean difference in GPA for ethnic groups.
F(1) = 17.37, p < .01, partial η = .01
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Results (2) – Multivariate analysis: effort and satisfaction
Figure 3. Mean difference in study effort and school satisfaction for ethnic groups.
Effort: F(1) = 5.23, p < .05, partial η = .00Satisfaction: F(1) = 7.31, p < .05, partial η = .01
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Study effort School satisfaction
Mean
scale
sco
re (
1-5
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Ethnic majorityNon-Western ethnic minority
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Results (3) – Multivariate analysis: conflict
Figure 4. Mean difference in family-study conflict for ethnic groups.
Time: F(1) = 17.48, p < .01, partial η = .01Strain: F(1) = 23.07, p < .01, partial η = .02Behavior: F(1) = 8.68, p < .01, partial η = .01
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Time Strain Behavior
Family-study conflict
Mean
scale
sco
re (
1-5
)
Ethnic majority
Non-Western ethnicminority
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Results (4) – Multivariate analysis: antecedents
Figure 5. Mean difference in participation in family activities, family support and involvement with family for ethnic groups.
Family activities: F(1) = 47.87, p < .01, partial η = .03Family support: F(1) = .77, nsFamily involvement: F(1) = 12.56, p < .01, partial η = .01
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Participation in familyactivities
Family support I nvolvement with thefamily
Mean
scale
sco
re (
1-5
)
Ethnic majority
Non-Western ethnic minority
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Results (5) - The model
FSC-time
FSC-strain
FSC-behavior
Participation in family activities
Family support
Involvement with
family
Effort
School satisfaction
GPA
Figure 6. Accepted model for total group of participants (N = 1656).Figure 6. Accepted model for ethnic minority students (N = 342).
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Conclusion
• Ethnic minority students participated more in family activities, were more involved with their family, reported more family-study conflict, less study effort and earned lower grades compared to ethnic majority students;
• Family-study conflict impairs academic outcomes;• Family support reduces family-study conflict;• Involvement with the family (for ethnic minority
students in particular) reduces behavior-based conflict.
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Discussion
Family is important in the lives of students:
It is up to the higher education institutes to promote the importance of family and to
enable students to keep close relationships with their family.
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Thank you for your attention
The family-study interface:Differences and similarities between
ethnic minority and ethnic majority students