scholarly journals Educational outcomes of children from long-term foster care: Does foster parents’ educational attainment matter?

2019 ◽  
Vol 1 (4) ◽  
pp. 344-359
Author(s):  
Marie Berlin ◽  
Bo Vinnerljung ◽  
Anders Hjern ◽  
Lars Brännström
Keyword(s):  
Foster Care ◽  
Educational Attainment ◽  
School Performance ◽  
Educational Outcomes ◽  
Parental Education ◽  
Formal Education ◽  
Foster Parents ◽  
Poor School Performance ◽  
Poor School

Parental education is a robust predictor of children’s educational outcomes in general population studies, yet little is known about the intergenerational transmission of educational outcomes in alternative family settings such as children growing up in foster care. Using Swedish longitudinal register data on 2.167 children with experience of long-term foster care, this study explores the hypothesized mediating role of foster parents’ educational attainment on foster children’s educational outcomes, here conceptualized as having poor school performance at age 15 and only primary education at age 26. Results from gender-stratified regression analyses suggest that there was an association between foster parental educational attainment and foster children’s educational outcomes but that the educational transmission was weak and inconsistent and differed somewhat between males and females. For males, lower educational attainment in foster parents was associated with poor school performance but was not associated with educational attainment at age 26. The reverse pattern was found among females: the educational gradient was inconsistent for poor school performance but appeared in educational attainment. The results indicate that supported interventions for improving foster children’s educational achievements are needed, even when placements are relatively stable and foster parents have a long formal education.

scholarly journals Raising Children with Poor School Performance: Parenting Styles and Short- and Long-Term Consequences for Adolescent and Adult Development

2019 ◽  
Vol 16 (7) ◽  
pp. 1089 ◽  
Author(s):  
Oscar Garcia ◽  
Emilia Serra
Keyword(s):  
School Performance ◽  
Adult Development ◽  
Parenting Styles ◽  
Community Sample ◽  
Emotional Instability ◽  
Poor School Performance ◽  
Adolescents And Adults ◽  
Short And Long Term ◽  
Poor School

This study examines the correlates of authoritative (warmth and strictness), indulgent (warmth but not strictness), authoritarian (strictness but not warmth), and neglectful (neither warmth nor strictness) parenting with short- and long-term socialization outcomes in adolescents and adults, with and without poor school performance during adolescence. Short- and long-term socialization outcomes were captured by multidimensional self-esteem (academic/professional, emotional, and family), psychological maturity (self-competence, social competence, and empathy), and emotional maladjustment (nervousness, emotional instability, and hostility). Participants (1195 female and 874 male) consisted of a community sample of adolescents (n = 602), young adults (n = 610), middle-aged adults (n = 469) and older adults (n = 388). Design was a 4 × 3 × 2 × 4 MANOVA (parenting style × school performance × sex × age). Results indicated that the relationship between parenting styles and children’s socialization outcomes does not vary as a function of school performance. The link between parenting styles and socialization outcomes shares a common short- and long- term pattern in adolescents and adults: Indulgent parenting was related to equal or even better socialization outcomes than authoritative parenting, whereas authoritarian and neglectful styles were associated with the worst socialization outcomes.

scholarly journals Scholastic achievement at age 16 and risk of schizophrenia and other psychoses: a national cohort study

2007 ◽  
Vol 38 (8) ◽  
pp. 1133-1140 ◽  
Author(s):  
J. H. MacCabe ◽  
M. P. Lambe ◽  
S. Cnattingius ◽  
A. Torrång ◽  
C. Björk ◽  
...  
Keyword(s):  
School Performance ◽  
Parental Education ◽  
Low Birthweight ◽  
Cox Regression ◽  
National Sample ◽  
Scholastic Achievement ◽  
Parental Education Level ◽  
Poor School Performance ◽  
National Cohort ◽  
Poor School

BackgroundThere is abundant evidence that schizophrenia is associated with cognitive deficits in childhood. However, previous studies investigating school performance have been inconclusive. Furthermore, there are several biological and social factors that could confound the association. We investigated whether school performance at age 16 is associated with risk of adult schizophrenia and other psychoses in a large national cohort, while controlling for multiple confounders.MethodUsing a national sample of 907 011 individuals born in Sweden between 1973 and 1983, we used Cox regression to assess whether scholastic achievement at age 15–16 predicted hospital admission for psychosis between ages 17 and 31, adjusting for potential confounders.ResultsPoor school performance was associated with increased rates of schizophrenia [hazard ratio (HR) 3.9, 95% confidence interval (CI) 2.8–5.3], schizo-affective disorder (HR 4.2, 95% CI 1.9–9.1) and other psychoses (HR 3.0, 95% CI 2.3–4.0). Receiving the lowest (E) grade was significantly associated with risk for schizophrenia and other psychoses in every school subject. There was no evidence of confounding by migrant status, low birthweight, hypoxia, parental education level or socio-economic group.ConclusionsPoor school performance across all domains is strongly associated with risk for schizophrenia and other psychoses.

scholarly journals Comparative study between school and motor performance in children aged 6 to 11 years according to teachers’ perceptions

2019 ◽  
Vol 32 ◽  
Author(s):  
Glória Maria Vilella-Cortez ◽  
Heloisa Helena Marrara Ferreira ◽  
Geruza Perlato Bella
Keyword(s):  
School Performance ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Chronological Age ◽  
General Motor ◽  
Chi Square ◽  
Poor School Performance ◽  
Chi Square Test ◽  
Poor School

Abstract Introduction: Motor skills are enlarged during schooling age, with possible relation between motor and school performance. Objective: Compare motor skills of children with good and poor school performance, according to the teacher’s perception in the classroom. Method: School children aged 6 to 11 years were divided into two groups; poor school performance (PSP) and good school performance (GSP) and evaluated using the Motor Development Scale (MDS). The chronological age, general motor age and the motor quotient of each area evaluated were compared between the groups using the Mann-Whitney Test. The Chi-square test was used to associate the motor performance classification and the school performance. Results: Chronological age was similar between groups, although the general motor age was smaller in the PSP. The general motor quotient and the motor quotients in the areas of body scheme, spatial and temporal organization were significantly smaller in PSP. Most children were classified by the MDS as Low Normal or Medium Normal motor skills in both groups; however in the GSP, 27.5% of the children had a High Normal or Superior motor development and only 2.5% were classified as Very Inferior or Inferior. In the PSP, 12.5% had a Very Inferior or Inferior performance and only 6.25% had a High Normal or Superior performance (p < 0.05 - chi-square test). Conclusion: Results show a direct connection between poor school performance and motor skill difficulties, which illustrates the relation between motor and cognitive skills.

scholarly journals Quality of life of children with poor school performance: association with hearing abilities and behavioral issues

2019 ◽  
Vol 77 (3) ◽  
pp. 147-154
Author(s):  
Bárbara Antunes Rezende ◽  
Stela Maris Aguiar Lemos ◽  
Adriane Mesquita de Medeiros
Keyword(s):  
Quality Of Life ◽  
Social Behavior ◽  
School Performance ◽  
Multivariate Logistic Regression Analysis ◽  
Written Language ◽  
Poor School Performance ◽  
Sequential Memory ◽  
Hearing Abilities ◽  
Poor School

ABSTRACT The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities. Methods: This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in school and received specialized educational assistance. The study comprised two stages: 1) collection of data from parents on their children's health, educational, and socioeconomic profile, and from the Strengths and Difficulties Questionnaire; 2) administration of a quality of life evaluation scale to the schoolchildren. For the assessment of auditory function, transient otoacoustic emissions were used and auditory processing was tested. The following tests were used: verbal sequential memory, nonverbal sequential memory, sound localization, dichotic digits, duration pattern test (flute) and random gap detection. The collected data were analyzed using Excel and STATA 11.0 software. Quality of life was considered the response variable. The explanatory variables were grouped for univariate and multivariate logistic regression analysis with the level of significance set at 5%. Results: A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language development. Conclusions: Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a poor quality of life.

scholarly journals Parental Educational Attainment and Social Environment of Urban Public Schools in the U.S.: Blacks’ Diminished Returns

Children ◽  
2020 ◽  
Vol 7 (5) ◽  
pp. 44 ◽  
Author(s):  
Shanika Boyce ◽  
Mohsen Bazargan ◽  
Cleopatra H. Caldwell ◽  
Marc A. Zimmerman ◽  
Shervin Assari
Keyword(s):  
Public Schools ◽  
Educational Attainment ◽  
Environmental Risk ◽  
Educational Outcomes ◽  
Parental Education ◽  
Urban Public Schools ◽  
Social Environmental ◽  
Parental Educational Attainment ◽  
Hispanic White ◽  
White Youths

Background: Recent research has documented marginalization-related diminished returns (MDRs) of socioeconomic status (SES), defined as weaker effects of SES indicators, such as parental educational attainment, on securing tangible outcomes for the members of socially marginalized (e.g., racial and ethnic minority) groups, compared to privileged social groups (e.g., non-Hispanic Whites). Aims: To explore race/ethnic differences between non-Hispanic Blacks vs. non-Hispanic Whites who attend urban public schools on the effect of parental education on lower school environmental risk among American high schoolers. Methods: For this cross-sectional study, we borrowed the Education Longitudinal Study (ELS-2002) baseline data, a nationally representative study that enrolled 1706 10th grade youths who were attending urban public schools. From this number, 805 (47.2%) were non-Hispanic Black and 901 (52.8%) were non-Hispanic White youths. The dependent variable was the level of school social environmental risk measured using 18 items as self-reported, and was treated as a continuous variable. The independent variable was parental educational attainment, treated as a continuous measure. Gender, region, and parental marital status were the covariates. Race/ethnicity was the moderating variable. Linear regressions were applied to perform our data analysis. Results: Black students were found to attend schools with higher levels of social environmental risk. Youths with parents with a higher educational attainment were found to attend schools with a lower social environmental risk. We found a significant interaction between race (non-Hispanic Black vs. non-Hispanic White) and parental educational attainment on the level of school social environmental risk, suggesting that the protective effect of high parental education on reducing the school social environmental risk was smaller for non-Hispanic Black than for non-Hispanic White youths. Conclusions: Although high parental educational attainment is protective against social environmental risk for American youths, this protective effect is weaker for non-Hispanic Black than non-Hispanic White youths. The diminished returns of parental education in reducing school social environmental risk may explain why the effects of parental education on educational outcomes are smaller for non-Hispanic Black than non-Hispanic White youths (i.e., MDRs). The social environment indirectly generates racial youth educational disparities through deteriorating non-Hispanic Black youth educational outcomes across all SES levels. To prevent the confounding effects of private, suburban, rural, and Catholic schools, we limited this analysis to public urban schools. More research is needed on other settings.

An Evaluation Scale of Family Environment for Identification of Children at Risk of School Failure

2005 ◽  
Vol 96 (2) ◽  
pp. 307-321 ◽  
Author(s):  
Edna Maria Marturano ◽  
Marlene De Cássia Trivellato Ferreira ◽  
Keiko Mali Garcia D'Avila Bacarji
Keyword(s):  
School Performance ◽  
Home Environment ◽  
Family Environment ◽  
School Achievement ◽  
Health Clinic ◽  
Academic Outcome ◽  
Poor School Performance ◽  
Validity Studies ◽  
Families With Children ◽  
Poor School

This study describes the development of the Home Environment Resources Scale, a Brazilian measure for families with children ages 6 to 12 years. The scale measures aspects of support for school achievement, made available to the child at home. A first version of the measure with 11 subscales was administered to 100 mothers or guardians of children with poor school achievement in a clinical setting. Analysis of the items in the first version resulted in a final version comprising 8 subscales with acceptable indices of internal consistency. Two validity studies were conducted. One aimed at verifying to what extent the Home Environment Resources Scale could discriminate the home environment of students referred to a mental health clinic on account of poor school performance. The sample included mothers of 53 referred and 23 nonreferred children. The two groups differed significantly in home resources and on four subscales. The other study assessed the validity, i.e., prediction of the academic outcome of children entering Grade 1. 70 children and their mothers participated. Results indicate that school achievement and social competence at school are mediated by family support.

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