<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sturge-Apple, Melissa L</style></author><author><style face="normal" font="default" size="100%">Davies, Patrick T</style></author><author><style face="normal" font="default" size="100%">Cummings, E Mark</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Typologies of family functioning and children's adjustment during the early school years.</style></title><secondary-title><style face="normal" font="default" size="100%">Child Dev</style></secondary-title><alt-title><style face="normal" font="default" size="100%">Child Dev</style></alt-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Adaptation, Psychological</style></keyword><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">Family Relations</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Internal-External Control</style></keyword><keyword><style  face="normal" font="default" size="100%">Longitudinal Studies</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Models, Statistical</style></keyword><keyword><style  face="normal" font="default" size="100%">Parent-Child Relations</style></keyword><keyword><style  face="normal" font="default" size="100%">Parenting</style></keyword><keyword><style  face="normal" font="default" size="100%">Schools</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Adjustment</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2010 Jul-Aug</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">1320-35</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, it charted the implications for patterns of family functioning for children&amp;#39;s developmental trajectories of adjustment in the school context across the early school years. Two-hundred thirty-four kindergarten children (129 girls and 105 boys; mean age = 6.0 years, SD = 0.50 at Wave 1) and their parents participated in this multimethod, 3-year longitudinal investigation. As expected, latent class analyses extracted 3 primary typologies of functioning including: (a) cohesive, (b) enmeshed, and (c) disengaged families. Furthermore, family patterns were differentially associated with children&amp;#39;s maladaptive adjustment trajectories in the school context. The findings highlight the developmental utility of incorporating pattern-based approaches to family functioning.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue></record></records></xml>