Describing family relationships and their influence on individuals’ behavior and well-being, is a difficult task that has been studied from different perspectives and psychological theories. Thus, classically, attempts have been made to describe parental behavior through parenting styles, focusing on the effects that different educational practices used by parents have on social and psychological adjustment, mainly in childhood and adolescence. From another perspective, attachment theory analyzes the consequences of children’s early experiences, in terms of protection and security, with their primary caregivers, or attachment figures, in many aspects of their social and emotional development throughout their entire lifetime, such as personal relations or career development.
Parent-child relationship does not occur in an isolated context, and, in addition to the family, behavior and well-being have proved to be affected by other contextual variables. Along with the family, school is considered a primary source of socialization. Variables as school climate, school engagement or academic achievement have been related to individuals’ early and later adjustments.
The aim of this Research Topic is to provide a collection of rigorous scientific work that explores the influence of family relationships and school variables on individuals’ early and later adjustment through different indicators such as psychosocial adjustment, self-esteem, career development, or psychological well-being in different ages and moments of the lifespan. In this sense, the interaction with other contextual variables that can influence individuals’ adjustment is also contemplated in the research topic. The final goal is to deepen the key variables that determine well-being and behavioral adjustment.
We welcome studies that analyze the consequences and implications of family processes at any stage of the life-cycle from different perspectives, such as parental attachment, parental practices, or parenting styles. Studies that analyze the influence of school or professional context variables, such as school context, school climate, school engagement, work context, or peer and work relationships, on different aspects of behavior and psychological well-being are also welcome.
We expect rigorous studies from quantitative, relational, and qualitative approaches addressing all aspects of family and school relationships including theoretical and applied work.
Describing family relationships and their influence on individuals’ behavior and well-being, is a difficult task that has been studied from different perspectives and psychological theories. Thus, classically, attempts have been made to describe parental behavior through parenting styles, focusing on the effects that different educational practices used by parents have on social and psychological adjustment, mainly in childhood and adolescence. From another perspective, attachment theory analyzes the consequences of children’s early experiences, in terms of protection and security, with their primary caregivers, or attachment figures, in many aspects of their social and emotional development throughout their entire lifetime, such as personal relations or career development.
Parent-child relationship does not occur in an isolated context, and, in addition to the family, behavior and well-being have proved to be affected by other contextual variables. Along with the family, school is considered a primary source of socialization. Variables as school climate, school engagement or academic achievement have been related to individuals’ early and later adjustments.
The aim of this Research Topic is to provide a collection of rigorous scientific work that explores the influence of family relationships and school variables on individuals’ early and later adjustment through different indicators such as psychosocial adjustment, self-esteem, career development, or psychological well-being in different ages and moments of the lifespan. In this sense, the interaction with other contextual variables that can influence individuals’ adjustment is also contemplated in the research topic. The final goal is to deepen the key variables that determine well-being and behavioral adjustment.
We welcome studies that analyze the consequences and implications of family processes at any stage of the life-cycle from different perspectives, such as parental attachment, parental practices, or parenting styles. Studies that analyze the influence of school or professional context variables, such as school context, school climate, school engagement, work context, or peer and work relationships, on different aspects of behavior and psychological well-being are also welcome.
We expect rigorous studies from quantitative, relational, and qualitative approaches addressing all aspects of family and school relationships including theoretical and applied work.
