TY - JOUR
T1 - Divorce, approaches to learning, and children's academic achievement
T2 - A longitudinal analysis of mediated and moderated effects
AU - Anthony, Christopher J.
AU - DiPerna, James Clyde
AU - Amato, Paul R.
N1 - Funding Information:
This project was supported by the National Institute of Child Health and Human Development grants HD046064 and HD43763 , and the Institute of Education Sciences grant R305B090007 . The views expressed in this article are ours and do not necessarily represent the granting agencies. Appreciation is expressed to the teachers, students, parents, and program personnel who served as partners in this project. Reprint requests can be sent to Karen Bierman, The Pennsylvania State University, 110 Moore Building, University Park, PA 16802, [email protected].
Copyright:
Copyright 2014 Elsevier B.V., All rights reserved.
PY - 2014/6
Y1 - 2014/6
N2 - Data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K) were used to test the hypothesis that approaches to learning (ATL) mediates the link between parental divorce and academic achievement. Fixed effects regression was utilized to test for mediation, and subsequent moderation analyses examining gender and age at time of divorce also were conducted. Results indicated that divorce was associated with less growth in test scores and that ATL mediated 18% and 12% of this association in reading and mathematics respectively. Parental divorce also was associated with larger negative effects for children who experienced divorce at an older age as well as for girls' mathematics test scores. These findings contribute to the understanding of the impact of parental divorce on children's academic achievement and underscore the importance of focusing on the variability of child outcomes following parental divorce.
AB - Data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K) were used to test the hypothesis that approaches to learning (ATL) mediates the link between parental divorce and academic achievement. Fixed effects regression was utilized to test for mediation, and subsequent moderation analyses examining gender and age at time of divorce also were conducted. Results indicated that divorce was associated with less growth in test scores and that ATL mediated 18% and 12% of this association in reading and mathematics respectively. Parental divorce also was associated with larger negative effects for children who experienced divorce at an older age as well as for girls' mathematics test scores. These findings contribute to the understanding of the impact of parental divorce on children's academic achievement and underscore the importance of focusing on the variability of child outcomes following parental divorce.
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U2 - 10.1016/j.jsp.2014.03.003
DO - 10.1016/j.jsp.2014.03.003
M3 - Article
C2 - 24930818
AN - SCOPUS:84902292611
SN - 0022-4405
VL - 52
SP - 249
EP - 261
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 3
ER -