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Does Family Status (intact or Not Intact) Effect Child Outcomes in the Areas of Academic Performance, Conduct, and Self-Esteem?

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Does Family Status (Intact or Not Intact) Effect Child Outcomes In The Areas Of Academic Performance, Conduct, and Self-Esteem?

Kiera Bendolph

Research Methods

Lanier, Mark

19 June 2015

Abstract

The purpose of this study was to investigate the effects of family status on the outcome of academic performance, conduct and self-esteem. This research focused on college-individuals. The design used in this experiment was a descriptive survey research design in which an online survey was conducted. Invitations of the survey were sent to 150 people, but the results in this research were only based off of 62 individuals because of certain limiting factors that are later described in the research. The questions surrounding this research were in regards of an individual’s age, gender, religion, and other basic demographics. Other questions surrounded the type of home the individual came from. Results indicated that there was no significant impact on academics, conduct or self-esteem in regards to whether an individual came from an intact or non-intact home.

Introduction

        Have you ever wondered whether or not your family status play a role in your future or somewhat determines it. Family status can pose many different outcomes on a child. For instance, when it comes to conduct; assault, robbery, drug use, alcohol use, and disorderly conduct all have to be taken into account. When it comes to academic performance, the number of times held, gpa, highest level of education, tutoring/academic help, and involvement in extracurricular activities have to be taken into account. Lastly, when it comes to self-esteem, the amount of attention given, depression, friends, change in attitude has to be taken into account.

Literature Review

Does the Education Level of a Parent Affect a Child's Achievement in School?

This study examined the process of how socioeconomic status, specifically parents' education and income, indirectly relates to children's academic achievement through parents' beliefs and behaviors. Data from a national, cross-sectional study of children were used for this study. The subjects were 868 8-12-year-olds, divided approximately equally across gender (436 females, 433 males). This sample was 49% non-Hispanic European American and 47% African American. Using structural equation modeling techniques, the author found that the socioeconomic factors were related indirectly to children's academic achievement through parents' beliefs and behaviors but that the process of these relations was different by racial group. Parents' years of schooling also was found to be an important socioeconomic factor to take into consideration in both policy and research when looking at school-age children.

Problem Statement

        This research is needed to understand the comparison between academic achievements, conduct, and self-esteem to home type (intact or not intact)

Hypothesis

        Individuals in intact families tend to have greater academic achievement and educational attainment in schools. Family structure has an impact on educational attainment. Individuals whose father-child relationship is more negative, regardless of whether or not they have come from intact families or not, will have more negative outcomes in academic performance, conduct, and self-esteem.

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