Marieke Meeuwisse - Risbo

3. 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.

5. Results (1) – Multivariate analysis: GPA Figure 2. Mean difference in GPA for ethnic groups. F (1) = 17.37, p < .01, partial η = .01

6. 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 = .00 Satisfaction: F (1) = 7.31, p < .05, partial η = .01

7. 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 = .01 Strain : F (1) = 23.07, p < .01, partial η = .02 Behavior : F (1) = 8.68, p < .01, partial η = .01

8. 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 = .03 Family support: F (1) = .77, ns Family involvement : F (1) = 12.56, p < .01, partial η = .01

9. 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).