A comparison of children from intact and disrupted families in a Newfoundland elementary school setting

• Main Author: Sweeney, Rosanne M.
• Other Authors: Memorial University of Newfoundland. Faculty of Education
• Format: Thesis
• Language: English
• Published: 1990
• Subjects: Academic achievement; Children of divorced parents > Newfoundland and Labrador; Children of single parents > Newfoundland and Labrador; Canada; Newfoundland; Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses2/id/99581

Thesis (M.Ed.)--Memorial University of Newfoundland, 1991. Education Bibliography: leaves 84-95. Four hundred forty-nine students from 26 different grade four classes, representing six different school boards on the Avalon Penninsula of Newfoundland were divided into two groups based on family structure. Children who have experienced a marital disruption in their family were compared to their same aged peers who have not experienced a marital disruption. Eighty-seven percent of the sample were from intact homes (i.e. homes in which a mother and a father were present), and seven percent of the sample were from disrupted homes (i.e. homes in which there had been a divorce or a separation). The remaining six percent came from alternative family structures example, adopted family, and so on. -- Research studies have suggested that the process of divorce has predictable effects upon children and that these effects can be categorized depending upon the age of the child. Using the results of these studies, a behavioral checklist was developed. This checklist was used to assess whether Newfoundland children displayed effects of divorce similar to those identified in non-Newfoundland populations. Children were compared on seven variables namely: Anxiety, Social Adjustment, Personal Adjustment, Maturity Adjustment, Perceived Academic Potential, Acceptable Classroom Behavior, and Academic Performance. -- A sample of grade four teachers filled out a behavioral checklist for every student in their classes. Results of the study suggested that Newfoundland children who have experienced a marital disruption are similar to other elementary school children who have similar experiences as defined in the literature. The results also showed that children who have experienced a marital disruption in their family were significantly different on four out of the seven variables measured when compared to their same aged peers who have not experienced a marital disruption. A recommendation supporting an intervention program for this particular group of children was made.