Academic engagement and performance: Estimating the impact of out-of-home care for maltreated children
Academic engagement and performance: Estimating the impact of out-of-home care for maltreated children
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DOI：
10.1016/j.childyouth.2013.02.010
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发表时间：
2013-05-01
影响因子：
3.3
通讯作者：
Maguire-Jack, Kathryn
中科院分区：
文献类型：
--
作者：
Font, Sarah;Maguire-Jack, Kathryn
利用全国儿童和青少年幸福调查II的数据，作者研究了被寄养是否与学校参与和表现有关。作者使用倾向分数匹配来比较具有相似人口统计学特征，虐待历史和先前学校参与水平的儿童。在第二波被寄养的儿童被发现在学校的认知参与水平更高，而那些被虐待但从未被从家中带走的儿童。建议受虐待但仍留在家中的儿童接受与其教育参与有关的额外干预。(C)2013爱思唯尔有限公司保留所有权利。
Using data from the National Survey of Child and Adolescent Well-being II, the authors examined whether being placed in foster care was associated with school engagement and performance. The authors used propensity score matching to compare children who had similar demographic characteristics, maltreatment histories, and prior levels of school engagement. Children who were in foster care at wave 2 were found to have higher levels of cognitive engagement in school compared to children who were maltreated but never removed from their homes. It is recommended that children who are maltreated but remain in their familial home receive additional intervention related to their educational engagement. (C) 2013 Elsevier Ltd. All rights reserved.