Relational uncertainty: Does parental perception of adopted children's academic success change over time?
Relational uncertainty: Does parental perception of adopted children's academic success change over time?
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DOI：
10.1016/j.ecresq.2022.05.003
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发表时间：
2022
影响因子：
3.7
通讯作者：
Del Tufo, Stephanie N
中科院分区：
文献类型：
--
作者：
Turski, Tamara;Del Tufo, Stephanie N
虽然初步研究结果表明，被收养的儿童（被收养者）在学业上表现不佳，但这一结果在文献中并不一致。为了解释这些经常相互矛盾的结果，研究人员获得了一个滞后的观点，即被收养者需要“赶上”他们的非收养同龄人。根据滞后的观点，那些在年轻时被收养的人比那些在年长时被收养的人要少追赶。然而，这种滞后的观点并没有考虑到被收养者和他们的新家庭相互适应的时期。我们称之为关系不确定性的时期。这一点尤其重要，因为关于被收养者学习成绩的数据主要是基于父母的报告。这项研究的首要目标是确定父母对被收养者的学业成绩的看法是否随着时间的推移而改变，在考虑了收养年龄的影响后。使用具有全国代表性的数据集，我们发现，在考虑收养年龄后，儿童在收养家庭居住的时间长短预测了父母对学习成绩的看法。具体而言，占收养年龄后，父母对被收养人的学习成绩的看法表现出早期的一致性，然后显着下降。我们还调查了关系，以前与父母的看法被收养人的学习成绩，仍然方差后，占收养年龄和儿童的逗留时间在他们的收养家庭。先前的几个因素（儿童在收养前的居住地和收养家庭的社会经济地位）和儿童特征（性别和儿童学会的第一种语言）表明了持续的关联。结果表明，需要一个范式的转变，我们如何看待父母的报告被收养人的学业成绩，以及经常报告的因素周围被收养人的学业成绩。如何支持被收养人的学术成就的影响进行了讨论。
While initial findings suggested that children who are adopted (adoptees) perform less well academically, this result is not consistent across the literature. To explain these, often conflicting, results, researchers acquired a lagging view, in which adoptees need to “catch up” to their non-adopted peers. According to the lagging view, those adopted at a younger age have less catching up to do than those adopted when they are older. However, the lagging view does not account for the period in which adoptees and their new families adjust to one another. A period that we refer to as relational uncertainty. This is particularly relevant as data on adoptees’ academic performance is largely based on parent reports. The overarching goal of this study was to determine if parental perception of adoptees’ academic achievement changed over time, after accounting for the impact of age of adoption. Using a nationally representative dataset, we found that after accounting for age of adoption the length of time that children resided in their adoptive homes predicted parental perception of academic performance. Specifically, after accounting for age of adoption, parental perception of adoptees’ academic performance demonstrated early consistency followed by a significant decline. We also investigated if the relation, of those factors previously associated with parental perception of adoptees’ academic performance, remained after variance was accounted for by both age of adoption and children’s length of stay in their adoptive homes. Several previous factors (where the child lived pre-adoption and the socioeconomic status of their adoptive household) and child characteristics (sex and the first language the child learned to speak) demonstrated a continued association. Results indicate the need for a paradigm shift in how we view parent reports of adoptees’ academic achievement, as well as the frequently reported factors surrounding adoptees’ academic performance. The implications for how to support adoptees’ academic achievement are discussed.