Academic Achievement Despite Child Maltreatment: A Longitudinal Study

Autor/inn/en	Coohey, Carol; Renner, Lynette M.; Hua, Lei; Zhang, Ying J.; Whitney, Stephen D.
Titel	Academic Achievement Despite Child Maltreatment: A Longitudinal Study
Quelle	In: Child Abuse & Neglect: The International Journal, 35 (2011) 9, S.688-699 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-2134
DOI	10.1016/j.chiabu.2011.05.009
Schlagwörter	Resilience (Psychology); Intelligence; Behavior Problems; Child Abuse; Academic Achievement; Caregivers; Probability; Daily Living Skills; Longitudinal Studies; Risk; Reading Tests; Mathematics Tests; Scores; Prevention; Children; Prediction + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Schulleistung; Caregiver; Carer; Betreuungsperson; Pfleger; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Alltagsfertigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Risiko; Lesetest; Prävention; Vorbeugung; Vorhersage
Abstract	Purpose: Although researchers have concluded that child maltreatment has a negative effect on children's learning and academic achievement, not all children are negatively affected by maltreatment, and some children seem to succeed academically despite being maltreated. Drawing on risk and resilience theory, we examined a broad range of potential risk, promotive, and protective factors within children and their environments along with characteristics of the maltreatment to account for variability in test scores. Methods: A national longitudinal probability sample of 702 maltreated school-aged children, ages 6-10, and their caregivers was used to predict reading and math scores among maltreated children over three years. Results: We found that chronic maltreatment, poorer daily living skills, and lower intelligence explained a substantial proportion of the variance in maltreated children's math scores (39%), whereas type of maltreatment, poorer daily living skills and lower intelligence explained a substantial proportion of the variance in reading scores (54%) over time. Contrary to our prediction, having a behavior problem seemed to protect chronically maltreated children from poorer performance in math over time. Conclusions: To increase academic achievement among maltreated children, it is imperative that we prevent chronic maltreatment and help children increase their competency on daily living skills. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10