The effects of self-care and adult-care arrangements on elementary school children's adjustment, achievement, and attendance
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Martha Watson Stewart (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Hyman Rodman
Abstract: This study investigated the effects of self-care and adult-care arrangements on elementary school children's social and psychological adjustment, achievement on standardized tests, and school attendance. The study also explored related research questions on interaction effects of age and neighborhood type with the care arrangement on the dependent variables. The sample included 24 matched pairs of children, chosen at each of three schools stratified by location—suburban, urban, and rural—for a total sample of 72 matched pairs (144 children). Results of the study indicated self-care children had significantly higher scores on a school maladaptation scale and more days absent from school than adult-care children. Additional differences were noted, although none reached significance. Self-care children had higher levels of fear, anxiety, and depression, and lower scores on standardized reading and math tests than adult-care children. Interaction effects occurred in a random pattern that indicated no consistent significant effects of either age or neighborhood type, separately or conjointly, with the care arrangement on the dependent variables.
The effects of self-care and adult-care arrangements on elementary school children's adjustment, achievement, and attendance
PDF (Portable Document Format)
4170 KB
Created on 1/1/1986
Views: 206
Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1986
- Subjects
- School-age child care $x Psychological aspects
- School-age child care $x Sociological aspects
- Latchkey children $x Psychology
- Children of working parents $x Psychology