The frequency of divorce in the home has increased over the years. As an increase in the divorce rate occurs, the more children that are being impacted. A review of the literature highlights the impacts a parental divorce has on the child, both involving the academic performance, well-being of the child, and behavioral responses. Additional research has been conducted to determine differences in the outcomes of children who experienced a parental divorce based on grade, gender, and family conflict. The purpose of this study is to examine whether gender of the child, age of the child, and family conflict impact a child’s academic functioning and well-being after a parental divorce. This was done through a survey distributed on Amazon Mechanical Turk (MTurk). Participants were 40 parents who have divorced in the last 3 years and have children in the 1st through 8th grade. Results from three separate multiple regressions suggest no significant relationship between grade, gender, and family conflict and four Conners CBRS-P sub scales: Academic Difficulties, Emotional Distress, and Defiant/Aggressive Behaviors. The multiple regression for grade, gender, and family conflict and the score on the Separation Fears subscale was approaching significance. In addition, correlations between grade of the child and Separation Fears subscale score, gender of the child and Separation Fears subscale score, grade of the child and Emotional Distress subscale score, and the family conflict score and Defiant/Aggressive Behaviors subscale score were present. Limitations and suggestions are discussed for future studies.
|Advisor:||Jewell, Jeremy D.|
|Commitee:||Hupp, Stephen, McKenney, Elizabeth L. W.|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 57/06M(E), Masters Abstracts International|
|Subjects:||Educational psychology, Clinical psychology|
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