Trajectories of internalizing, externalizing, and grades for children who have and have not experienced their parents' divorce or separation
Trajectories of internalizing, externalizing, and grades for children who have and have not experienced their parents' divorce or separation
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DOI：
10.1037/0893-3200.20.2.292
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发表时间：
2006-06-01
影响因子：
2.7
通讯作者：
Bates, JE
中科院分区：
文献类型：
--
作者：
Lansford, JE;Malone, PS;Bates, JE
本研究考察了父母分居或离婚的发生和时间是否与学业成绩轨迹以及母亲和老师报告的内化和外化问题有关。作者使用层次线性模型来估计从幼儿园到10年级经历过和没有经历过父母离婚或分居的儿童的轨迹（N = 194）。采用了一种新颖的方法来分析离婚/分居的时间，并估计了从离婚/分居前1年到事件后3年的轨迹。结果表明，父母早期离婚/分居与内在化和外在化问题轨迹的负相关程度高于父母后来离婚/分居的负相关程度，而父母后来离婚/分居的负相关程度高于父母后来离婚/分居的负相关程度。这些发现的一个含义是，儿童可能从专注于预防内化和外化问题的干预中获益最多，而青少年可能从专注于促进学业成就的干预中获益最多。
This study examined whether the occurrence and timing of parental separation or divorce was related to trajectories of academic grades and mother- and teacher-reported internalizing and externalizing problems. The authors used hierarchical linear models to estimate trajectories for children who did and did not experience their parents' divorce or separation in kindergarten through 10th grade (N = 194). A novel approach to analyzing the timing of divorce/separation was adopted, and trajectories were estimated from I year prior to the divorce/separation to 3 years after the event. Results suggest that early parental divorce/separation is more negatively related to trajectories of internalizing and externalizing problems than is later divorce/separation, whereas later divorce/separation is more negatively related to grades. One implication of these findings is that children may benefit most from interventions focused on preventing internalizing and externalizing problems, whereas adolescents may benefit most from interventions focused on promoting academic achievement.