Divorce, socioeconomic status, and children’s cognitive-social competence at school entry.
- 1 July 1984
- journal article
- Published by American Psychological Association (APA) in American Journal of Orthopsychiatry
- Vol. 54 (3), 459-468
- https://doi.org/10.1111/j.1939-0025.1984.tb01511.x
Abstract
All 115 kindergarteners in a suburban school district were evaluated with an extensive battery of intellectual, academic, social, and adaptive behavior measures to determine the predictive significance of single-parent status on school-entry competencies. Divorce was found to add significant amounts of independent variance to the socioeconomic status predictions of several criteria, specifically those relating to social and academic competence. Both single-parent status and SES were more powerful predictors than other family background, developmental history, and health variables.Keywords
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