International Journal of Human Ecology

The Korean Home Economics Association (대한가정학회)
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Family-School Relations and School Adjustment of Children with Divorced Mothers: Testing Epstein's Parent Involvement Theory

  • Chung Ha-Na (Dept. of Child & Family Studies, Seoul National Univ.) ;
  • Yi Soon-Hyung (Institute of Human Ecology, Dept. of Child & Family Studies, Seoul National Univ.)
  • Published : 2005.12.01
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Abstract

The purpose of this study was to examine the effects of family-school relations on children's school adjustment with divorced mothers. Subcategories of the family-school relations were family participation in decision making, family help for schools, learning activities at home, school help for families, and school-home communication adopted from Epstein's parent involvement theory. Sub categories of children's school adjustment were delinquent behavior and academic achievement. The sample of this study included 3,367 children from first to fifth grade who lived either in a two-parent or one-parent home. Among them, 411 children with divorced mothers were analyzed. Independent t-test, Pearson's correlations, stepwise regression analysis were all conducted. Findings suggested that children with divorced mothers showed higher delinquency and lower academic achievement than children in intact families. Sub categories of family involvement and school involvement were correlated in divorced families. Children's delinquency was predicted by three of the family-school relation factors, which were school-home communication, family help for schools, and school help for families. Children's academic achievement was predicted by ail factors.

Keywords

References

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