Father-absence and scholastic performance in primary school children |
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Authors: | Thomas H P Vandamme and Steven Schwartz |
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Institution: | (1) Education Department, Western Australia, Pilbara District Guidance Office, P.O. Box 654, 6714 Karratha, Western Australia;(2) University of Queensland, Australia |
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Abstract: | The relationship between father-absence and academic achievement in children was studied in a sample of 80 urban children
of predominantly lower social status. Differences between the father-absent and father-present groups in IQ and family background
were controlled by matching. Boys and girls from father-present homes were found to score higher on standardized reading tests
than children from father-absent homes, regardless of the child’s age when the father became absent. Mediating variables by
which father-absence may exert its influence (achievement motivation, absenteeism, parental attitudes, sex-role identity,
life stress) were also examined. Contrary to predictions, children from father-absent homes scored higher on achievement motivation
measures than children from intact homes. Girls from father-absent homes missed more school and scored lower on tests of “masculinity”
than girls raised in father-present homes. No other mediating variables exerted a significant influence on the results. These
data are discussed in the light of the “confluence” theory of cognitive development.
This study is part of a thesis submitted in partial fulfillment of the requirements of the M.A. degree by the senior author.
Preparation of this article was assisted by a grant from the Australian Research Grants Scheme to the second author. |
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