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The effect of family problems on stu...

Altalib, Omar.

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The effect of family problems on students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of family problems on students./
Author:	Altalib, Omar.
Description:	185 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 1134.
Contained By:	Dissertation Abstracts International65-03A.
Subject:	Sociology, Individual and Family Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3125576
ISBN:	0496728658

The effect of family problems on students.
Altalib, Omar.

The effect of family problems on students. - 185 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 1134.

Thesis (Ph.D.)--The University of Chicago, 2004.

This dissertation explores the link between family transitions and student performance. Specifically, this study tries to show the differences between father's death, father's job loss, and parental divorce; in terms of their effect on student math test scores and student science test scores. Furthermore, it looks at the role of three intervening variables: Locus of control, parent-student communication, and inter-generational closure. This study explores the extent to which each family transition affects the three mediating variables, which in turn affect math and science performance.

ISBN: 0496728658Subjects--Topical Terms:

626655
Sociology, Individual and Family Studies.

The effect of family problems on students.
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245 1 4 $a The effect of family problems on students.
300 $a 185 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 1134.
500 $a Adviser: Charles Bidwell.
502 $a Thesis (Ph.D.)--The University of Chicago, 2004.
520 $a This dissertation explores the link between family transitions and student performance. Specifically, this study tries to show the differences between father's death, father's job loss, and parental divorce; in terms of their effect on student math test scores and student science test scores. Furthermore, it looks at the role of three intervening variables: Locus of control, parent-student communication, and inter-generational closure. This study explores the extent to which each family transition affects the three mediating variables, which in turn affect math and science performance.
520 $a The dataset used for the regression analysis in this study in NELS:88, the National Educational Longitudinal Study of 1988, as well as the 1990 follow-up and the 1992 follow-up. The study chose students who were in intact families in 1988 (when the student was in eighth grade) and experienced a family transition by 1990 (when the student was in tenth grade). The study also looked at students who were in intact families in 1990 (when the student was in tenth grade) and experienced a family transition by 1992 (when the student was in twelfth grade). Control variables were added for family income and parental education.
520 $a This study uses social capital theory, as developed by the late Sociologist James S. Coleman, to explain possible differences in outcomes among the family transitions. It is hypothesized that students whose father experienced a job loss would experience a greater decline in their math and science test scores, than students whose parents divorced. In turn, it is hypothesized that students whose parents divorced would experience a greater decline in their math and science test scores than students whose father passed away. According to social capital theory, the effects would be worse for those students whose families experienced the greatest loss in social capital (after controlling for the loss in financial capital.
520 $a The results of this study are not conclusive. Although father's death appears to be less problematic than other family transitions, it is still not clear why this is the case. The intervening variable that showed the most promise is locus of control. Students appear to experience a blow to their self esteem as a result of family transitions, but family transitions do not appear to have as strong a negative effect on parent-student communication and inter-generational closure.
590 $a School code: 0330.
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710 2 0 $a The University of Chicago. $3 1017389
773 0 $t Dissertation Abstracts International $g 65-03A.
790 1 0 $a Bidwell, Charles, $e advisor
790 $a 0330
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3125576