Divorce and adolescent academic achievement: Heterogeneity in the associations by parental education

Nilsen, Sondre Aasen; Breivik, Kyrre; Wold, Bente; Askeland, Kristin Gärtner; Sivertsen, Børge; Hysing, Mari; Bøe, Tormod

doi:10.1371/journal.pone.0229183

Cited by 17 publications

(22 citation statements)

References 54 publications

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“…Approximately 80% of children in single-parent households live with their mother. The pattern of heterogeneity remained unchanged, although the divorce penalties turned out to be slightly stronger, especially for children of highly educated mothers, in line with recent evidence by Nilsen et al (2020). Finally, the divorce penalties in the log odds of tertiary education attainment by parental education, estimated through logistic regression models, are fully consistent with the results obtained using LPMs.…”

Section: The Divorce Penalty In Tertiary Education Attainment Across Time and Spacesupporting

confidence: 84%

“…In addition, the evidence that the socioeconomic heterogeneity of the divorce penalty is even stronger when operationalized using mothers' education instead of the dominance principle suggests that mechanisms other than the loss of the nonresident parent's economic resources may be relevant to explaining the higher divorce penalty for children of highly educated parents. As already argued in other studies that found a similar result (Martin 2012;Nilsen et al 2020), a possible underlying mechanism is the 'double burden' suffered by highly educated (single) mothers regarding work pressure and childrearing responsibilities. That is, highly educated mothers who divorce are less able to transfer their educational advantage than their counterparts who have not divorced, because of reduced time to invest in their children.…”

Section: Discussionsupporting

confidence: 64%

“…The evidence concerning heterogeneity in divorce penalties in children's educational attainment by parental SES is apparently mixed. Whereas some studies do find that socioeconomically advantaged families manage to shelter their pupils from the negative consequences of parental separation (Amato and Anthony 2014;Grätz 2015), others find the opposite (Nilsen et al 2020). However, the variability in the results often corresponds to differences in the outcome considered, as we shall discuss.…”

Section: Heterogeneity In the Divorce Penalty By Parental Sesmentioning

confidence: 82%

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Parental education, divorce, and children’s educational attainment: Evidence from a comparative analysis

Guetto¹,

Bernardi²,

Zanasi³

2022

DemRes

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BACKGROUNDChildren who experience parental divorce have worse long-term educational attainment than children living in intact families. Less clear is the extent to which heterogeneity in the divorce penalty depends on parents' socioeconomic background and contextual characteristics. OBJECTIVEThis study focuses on the negative consequences of parental divorce for children's tertiary education attainment, their heterogeneity by parental socioeconomic background, and variation across time and space. METHODSingle-level and multi-level linear probability models are estimated on several data sources in a comparative analysis of European countries and US regions. Different operationalizations of parental divorce are employed, including both marital and nonmarital dissolutions. RESULTSResults show a stronger negative association between parental divorce and the probability of obtaining a university degree for children of highly educated parents. This holds across different birth cohorts in both Europe and the United States, largely irrespective of the country or region of residence, the dataset, and the operationalization of divorce and parental education. Higher divorce and university enrollment rates increase the absolute size of the divorce penalty, but do not substantially alter its pattern of heterogeneity.

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Section: The Divorce Penalty In Tertiary Education Attainment Across Time and Spacesupporting

confidence: 84%

Section: Discussionsupporting

confidence: 64%

Section: Heterogeneity In the Divorce Penalty By Parental Sesmentioning

confidence: 82%

See 1 more Smart Citation

Parental education, divorce, and children’s educational attainment: Evidence from a comparative analysis

Guetto¹,

Bernardi²,

Zanasi³

2022

DemRes

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“…Very wealthy and high‐income families can send their children to private schools, which increases the chances of university entry (Jerrim et al, 2016). Undesirable changes in home circumstances (e.g., job loss, divorce) can adversely impact student performance (Lehti et al, 2019; Nilsen et al, 2020). Parents influence their children in myriads of ways and most parents monitor their children's education.…”

Section: Discussionmentioning

confidence: 99%

Inadequacies in the SES–Achievement model: Evidence from PISA and other studies

Marks

O’Connell

2021

Review of Education

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Students' socioeconomic status (SES) is central to much research and policy deliberation on educational inequalities. However, the SES model is under severe stress for several reasons. SES is an ill-defined concept, unlike parental education or family income. SES measures are frequently based on proxy reports from students; these are generally unreliable, sometimes endogenous to student achievement, only low to moderately intercorrelated, and exhibit low comparability across countries and over time. There are many explanations for SES inequalities in education, none of which achieves consensus among research and policy communities. SES has only moderate effects on student achievement, and its effects are especially weak when considering prior achievement, an important and relevant predictor. SES effects are substantially reduced when considering parent ability, which is causally prior to family SES. The alternative cognitive ability/genetic transmission model has far greater explanatory power; it provides logical and compelling explanations for a wide range of empirical findings from student achievement studies. The inadequacies of the SES model are hindering knowledge accumulation about student performance and the development of successful policies.

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“…The findings of the study are also reusable after the COVID-19 pandemic, as the pandemic is merely an environmental factor that exacerbates the problem of mental disorders caused by mobile phone use. Mediating factors of family conflict intensified by the pandemic (eg, reduced time of physical exercise or decrease in family income) can also be caused by other incidents in life, including unemployment, divorce [ 44 , 45 ], and sometimes natural disasters [ 46 ].…”

Section: Discussionmentioning

confidence: 99%

Exploring Deeper Causes Linking Adolescents’ Mental Disorders to Mobile Phone Use Problems: Grounded Theory Approach

Sun¹,

Zhou²,

Zhang³

et al. 2022

JMIR Form Res

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Background Evidence from a variety of studies link mobile phone use with an increase in mental health problems, with the situation being particularly prevalent in China and exacerbated by the COVID-19 quarantine. Objective This study aims to reveal underlying connections between mobile phone use and mental disorders of adolescents, and to develop a theory to help parents and counseling psychologists better understand and intervene in future cases. Methods A total of 37 teenagers having both mental health and mobile phone use problems, along with their parents, were included for individual interviews. These interviews were transcribed, coded, and analyzed using qualitative methods of grounded theory. Results The grades-ranking-first mentality is one of the main factors causing problems such as defective family bonding and peer influences, pushing teenagers with mental disorders to seek comfort in the virtual world through their cellphones. Conclusions The idea proposed in this study is not only inspiring for psychological counseling and therapy on adolescents with mental problems but also beneficial for school educators and parents to better understand the adolescents. The findings of the study are also particularly noteworthy in the postpandemic age, where parents whose work locations and schedules are substantially affected due to any emergencies should try to build a relaxing and cozy atmosphere at home to avoid possible conflicts with adolescents.

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Divorce and adolescent academic achievement: Heterogeneity in the associations by parental education

Abstract: Background

Cited by 17 publications

References 54 publications

Parental education, divorce, and children’s educational attainment: Evidence from a comparative analysis

Parental education, divorce, and children’s educational attainment: Evidence from a comparative analysis

Inadequacies in the SES–Achievement model: Evidence from PISA and other studies

Exploring Deeper Causes Linking Adolescents’ Mental Disorders to Mobile Phone Use Problems: Grounded Theory Approach

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