What and How Much Do Children Lose in Academic Settings Owing to Parental Separation?
The literature has firmly established an association between parental separation and school failure. Nevertheless, parental separation does not affect academic aptitudes. Thus, mediators explain such relationship. A field study was designed to identify and quantify damage in the mediating variables...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2017-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01545/full |
| _version_ | 1811255822728036352 |
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| author | Tania Corrás Dolores Seijo Francisca Fariña Mercedes Novo Ramón Arce Ramón G. Cabanach |
| author_facet | Tania Corrás Dolores Seijo Francisca Fariña Mercedes Novo Ramón Arce Ramón G. Cabanach |
| author_sort | Tania Corrás |
| collection | DOAJ |
| description | The literature has firmly established an association between parental separation and school failure. Nevertheless, parental separation does not affect academic aptitudes. Thus, mediators explain such relationship. A field study was designed to identify and quantify damage in the mediating variables between parental separation and school failure (i.e., external school adjustment, aversion to institution, aversion to learning, aversion to instruction, aversion to teachers, indiscipline). A total of 196 children, classified into three age cohorts: 109 in level 1 (from 8 to 11 years), 46 in level 2 (from 12 to 14 years), and 41 in level 3 (15 or more years), were assessed in school adjustment and in underlying dimensions of school (mal)adjustment. The results showed significant effects of parental separation in school adjustment and in the underlying dimensions to maladjustment in the three classification levels. The magnitude of damage increased with age, i.e., small in level 1, moderate in 2, and large in 3. Damage in all the sub-dimensions underlying school (mal)adjustment was quantified. The implications of the results for the design and implementation of prevention and intervention programs for children from separated parents are discussed. |
| first_indexed | 2024-04-12T17:30:45Z |
| format | Article |
| id | doaj.art-050499ca396847b1b7be8b2ec4e4ae80 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T17:30:45Z |
| publishDate | 2017-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-050499ca396847b1b7be8b2ec4e4ae802022-12-22T03:23:09ZengFrontiers Media S.A.Frontiers in Psychology1664-10782017-09-01810.3389/fpsyg.2017.01545281192What and How Much Do Children Lose in Academic Settings Owing to Parental Separation?Tania Corrás0Dolores Seijo1Francisca Fariña2Mercedes Novo3Ramón Arce4Ramón G. Cabanach5Forensic Psychology Institute, Universidade de Santiago de CompostelaSantiago de Compostela, SpainPolitical Science and Sociology, Universidade de Santiago de CompostelaSantiago de Compostela, SpainFaculty of Education Sciences and Sports, University of VigoVigo, SpainPolitical Science and Sociology, Universidade de Santiago de CompostelaSantiago de Compostela, SpainPolitical Science and Sociology, Universidade de Santiago de CompostelaSantiago de Compostela, SpainFacultad de Fisioterapia, University of A CoruñaA Coruña, SpainThe literature has firmly established an association between parental separation and school failure. Nevertheless, parental separation does not affect academic aptitudes. Thus, mediators explain such relationship. A field study was designed to identify and quantify damage in the mediating variables between parental separation and school failure (i.e., external school adjustment, aversion to institution, aversion to learning, aversion to instruction, aversion to teachers, indiscipline). A total of 196 children, classified into three age cohorts: 109 in level 1 (from 8 to 11 years), 46 in level 2 (from 12 to 14 years), and 41 in level 3 (15 or more years), were assessed in school adjustment and in underlying dimensions of school (mal)adjustment. The results showed significant effects of parental separation in school adjustment and in the underlying dimensions to maladjustment in the three classification levels. The magnitude of damage increased with age, i.e., small in level 1, moderate in 2, and large in 3. Damage in all the sub-dimensions underlying school (mal)adjustment was quantified. The implications of the results for the design and implementation of prevention and intervention programs for children from separated parents are discussed.http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01545/fullparental separationschool (mal)adjustmentaversion to learningaversion to teachersschool (dis)satisfactionindiscipline |
| spellingShingle | Tania Corrás Dolores Seijo Francisca Fariña Mercedes Novo Ramón Arce Ramón G. Cabanach What and How Much Do Children Lose in Academic Settings Owing to Parental Separation? Frontiers in Psychology parental separation school (mal)adjustment aversion to learning aversion to teachers school (dis)satisfaction indiscipline |
| title | What and How Much Do Children Lose in Academic Settings Owing to Parental Separation? |
| title_full | What and How Much Do Children Lose in Academic Settings Owing to Parental Separation? |
| title_fullStr | What and How Much Do Children Lose in Academic Settings Owing to Parental Separation? |
| title_full_unstemmed | What and How Much Do Children Lose in Academic Settings Owing to Parental Separation? |
| title_short | What and How Much Do Children Lose in Academic Settings Owing to Parental Separation? |
| title_sort | what and how much do children lose in academic settings owing to parental separation |
| topic | parental separation school (mal)adjustment aversion to learning aversion to teachers school (dis)satisfaction indiscipline |
| url | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01545/full |
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