Child and Family Predictors of Academic Functioning in Homeless Children.

Autor/inn/en	Holden, E. Wayne; Danseco, Evangeline R.
Titel	Child and Family Predictors of Academic Functioning in Homeless Children.
Quelle	(1996), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Age Differences; Children; Cognitive Processes; Disadvantaged Youth; Educational Attainment; Elementary Secondary Education; Emotional Problems; Family Characteristics; Homeless People; Mothers; Multivariate Analysis; Parent Background; Prediction; Sex Differences; Urban Youth; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Schulleistung; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Benachteiligter Jugendlicher; Bildungsabschluss; Bildungsgut; Homeless person; Homeless persons; Obdachloser; Mother; Mutter; Multivariate Analyse; Elternhaus; Vorhersage; Sex difference; Geschlechtsunterschied; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend
Abstract	Differential predictors of the educational achievement status of homeless children were studied using multivariate statistical modeling. The effects of more general influences such as age, gender, and maternal educational level were studied before the influence of intellectual, behavioral, and emotional factors was examined. Participants were families of 127 homeless children receiving services in a comprehensive health care program for homeless children in Baltimore (Maryland). Results of the study provide support for age, gender, and maternal educational level as important predictors of academic achievement in school-aged homeless children and adolescents. Overall cognitive functioning, however, was the most salient predictor of academic performance. This finding suggests that the depressed cognitive functioning found in homeless and disadvantaged children is an important focus for remedial efforts. Emotional distress and behavioral problems were significant contributors to academic achievement levels beyond background and cognitive factors, and should also be targets for efforts to improve academic achievement and learning potential. Characteristics of homelessness such as residential instability and the level of major life stressors did not account for significant proportions of the variance in academic achievement. (Contains five references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC