What and How Much Do Children Lose in Academic Settings Owing to Parental Separation?

Abstract

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.

Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

“…Furthermore, the family self-concept predicted the grades of the Natural Sciences school subject. This last result points to the influence of the family on self-concept as well as academic results (Corrás et al, 2017;Mortimer et al, 2017;Häfner et al, 2018).…”

Psychological Harm in Women Victims of Intimate Partner Violence: Epidemiology and Quantification of Injury in Mental Health Markers

“…The analysis of the effects on the symptomatic dimensions and distress indexes in the population of victims of gender violence was performed by comparing the mean for the population under study with the normative population mean (test value; a normative sample was preferred as a comparative group to a control group, as the latter is always biased in relation to the experimental group; Schmidt & Hunter, 2015), using one sample t-test. Mean injury in WVs-IPV (comparison of mean injury in the sample under study with the baselines, the means for the normative population; Corras et al, 2017;Seijo, Fariña, Corras, Novo, & Arce, 2016) was quantified in each dimension using the BESD (Rosenthal & Rubin, 1982), which served to obtain the lower and upper limits of injury for 95% of the sample, and calculate the minimum and maximum injury values. True psychological harm was estimated (ρ) correcting r through attenuated correction (criterion unreliability).…”

Needs analysis for the personal, social, and psychological adjustment of adolescents at risk of delinquency and juvenile offenders

“…As for social adjustment, the community and neighbourhood factors constituted a risk factor (high risk delinquency community/neighbourhood), or protective factor (low risk delinquency community/neighbourhood) from antisocial and delinquent behaviour (mixed risk and promotive factor) (Fariña, Arce, & Novo, 2008); and the association to deviant peer affiliations was strongly related to delinquency-risk factor- (Arce et al, 2011;Cutrín, Maneiro, Sobral, & Gómez-Fraguela, 2019). Likewise, school adjustment and academic achievement have been linked to protective factors of antisocial behaviour, whilst poor academic performance, school absenteeism and dropouts, rather than being conceived as a risk factor, school maladjustment should be understood as the outcome of personal, social, and family maladjustment -promotive factor- (Álvarez-García, Núñez, García, & Barreiro-Collazo, 2018;Corrás et al, 2017). As for individual factors, the literature has associated internalizing symptomology, aggressive behaviour (Marshall, Arnold, Rolon-Arroyo, & Griffith, 2015;Smokowski et al, 2017), and psychological maladjustment to the risk of recidivism in delinquency (Basanta, Fariña, & Arce, 2018), clinical morbidity and recidivism in delinquency (Wibbelink, Hoeve, Stams, & Oort, 2017), and the influence of toxic cognitions (e.g., hostility, anger, delusions of persecution), as underlying mechanisms explaining violent behaviour (Novo et al, 2012), and recidivism in violent behaviour (Hutchings, Gannon, & Gilchrist, 2010;Maruna, 2004).…”