What Are Some Struggles Students in a Divorced Family Go Through

Introduction

In America, at that place is a traditionalist view on union where men and women are expected to marry. Marriage is viewed equally a life-long contract that is not easily broken. When the contract is cleaved, the resulting divorce has an effect on the entire family. Children may be torn between parents, forced to alive in 1 business firm and visit the other. The importance of this effect stems from the event it may have on children. They may struggle in school due to the stress of experiencing a divorce. The question posed in this report is: when children feel parental divorce, does their academic functioning reject as a issue? This written report covers the overall academic success, in terms of class indicate average (GPA) for individuals going to college, who take divorced parents. Additionally, the topic of parent-child relationship may also be important when because the academic achievement of the child or children.

The interest for this study is in finding the human relationship betwixt these two phenomena (parental divorce and parent-child relationship) in reference to higher students' bookish achievement. Though many of these higher students may accept experienced a divorce earlier in childhood, it may still play a role in their everyday lives. In investigating this topic, the goal will be to answer whether or not a certain caste of academic deficits are prevalent during college. Colleges and universities are places of academic excellence, where those who lack parental support issues may struggle academically. These individuals may have problem coping with the large amount of stress and personal freedoms that come up with college life. To compare parental divorce and the relationship betwixt the parent and child to academic success, we will survey students coming from families of divorce, as well every bit those of intact families. For the purpose of this study we ascertain an intact family to be one in which the parents remain legally married and accept not divorced.

This topic is reasonable and important, considering the loftier rate of divorce in the United States. Recent research has reported that about half of all marriages end in divorce, leaving nearly one million children to experience this procedure (Amato, 2001). In terms of the enquiry study, it is certainly plausible to survey students that have experienced parental divorce to evaluate their academic achievement. Given that data will be collected on a college campus, students who take experienced divorce will be readily available. In terms of our variables, bookish condition can be measured through GPA, while the relationship between the student and their parents can be measured past looking into how they communicate and the level of support that is available. Given the time constraints of this course, collecting data from a representative sample on campus is reasonable. Additionally, this topic is of interest to many people, because the commonality of divorce.

Equally reported by Crary (2003), divorce rates are growing for couples that accept been married more than 25 years. These long-lasting marriages leading to divorce may result in higher students, experiencing a contempo parental divorce. Thus, we wait that interest in completing this survey and contributing to enquiry findings will exist loftier. This topic is a relevant consequence for the generation attending college, and further research may shed light on why college students with divorced parents may take a bottom level of bookish achievement. Research on the effects of parental divorce on college students is currently overshadowed by research on the effects on children and adolescents. Additionally, fiddling inquiry has focused on the long-term effects of a parental divorce on a child (Bulduc, Caron, & Logue, 2007).

The U.S. Census of 2004 reported that 1.ane one thousand thousand adolescents experienced effects relating to divorce (Kreider, 2007). These adolescents are bailiwick to many adverse effects from experiencing a divorce. Several studies reported that children of divorce have poorer outcomes than their counterparts from intact families, including more stress (McIntyre, Heron, McIntyre, Burton, & Engler, 2003), more than problems with parents (Ruschena, Prior, Sanson, & Smart, 2005), dismal views on an effective marriage (Kirk, 2002), and depression academic standing (Mulholland, Watt, Philpott, & Sarlin, 1991).

Research has found that while handling their own personal experience with a parental divorce, children may also worry about the parent coping with the new change (Wallerstein & Lewis, 2004). From this report, common topics these children worried well-nigh included whether the parent would re-marry, whether the child would go a new parent, and if the relationship between the child and the recently divorced parents would exist negatively affected. Important to note, studies take shown that the percentage of individuals who have experienced parental divorce and are attending college is relatively low, approximately 16%-twenty% (Grant, Smith, Sinclair, & Salts, 1993).

For some, information technology is shown that individuals from divorced families are not as likely to get to higher, in comparison to those with parents that have not divorced, or have an intact family unit (Aro & Palosaari, 1992; Wallerstein & Lewis, 2004). Additionally, Wallerstein & Lewis (2004) study that in addition to a lower likelihood of attending higher, children that have experienced parental divorce were considerably less likely to consummate a 4-year degree.

One positive amongst students of divorced families is the power to exist resilient. Teens who have experienced divorce afterwards getting accepted to college show advanced signs of coping strategies in dealing with stress, more than so than an individual raised in an intact family (McIntyre, Heron, McIntyre, Burton, & Engler, 2003). It is shown that these teens have developed an advanced coping mechanism in the process of dealing with divorce, and even with this resiliency, the negative effects of divorce are evident. Though many teens are quick in adapting to the changes of a divorce, even ones possessing resiliency, infer that their parents' divorce is ane of the virtually difficult experiences of their lives (Hetherington & Stanley-Hagan, 1999).

Previous enquiry has shown that nigh children experiencing parental divorce describe the process as stressful and add together that this feel may outcome in anxiety and low (Amato, 2001). According to Hetherington (1993), a divorce does not refer to ane event, but is more accurately described as ane consequence of a complex transition process. Similarly, the stresses taking place during and afterward a divorce are important to note and for some this stress is persistent (Hetherington & Stanley-Hagan, 1999). Thus, the procedure of coping with such a stress as divorce may take fourth dimension and agreement. Ross and Wynne (2001) add that the effects of divorce may impact afterwards life functioning, rather than immediately.

Although resiliency may be a positive trait of individuals who accept experienced parental divorce, often times the long-term negative aspects cannot be overlooked. In terms of the social piece of work profession, focus is placed on social justice and equality. For those students experiencing divorce, social justice and equality would mean equal opportunities in terms of getting an education and having a high level of parental back up and contact. Specifically for these individuals experiencing divorce, early intervention may drastically alter their perceptions and outcomes. Such interventions may include family and individual counseling to ensure students are coping with the divorce, communicating with parents, and maintaining stability in their instruction and other aspects of life. Early intervention with these students may have a profound and positive influence in regard to their overall wellbeing. Therefore, students experiencing parental divorce would be able to fulfill basic needs before on, resulting in equal opportunities. In the realm of academics, this report may contribute to a amend understanding of the long-term effects associated with parental divorce. Not to mention, non much enquiry currently exists in reference to the effects of a divorce on academic functioning.

Literature Review

This study will address the academic achievement of college students having experienced parental divorce, while also surveying the student's relationship with their parents. Collecting data from college students will grow the body of inquiry currently bachelor on the effects of divorce. Before long, inquiry greatly focuses on the divorce experiences of children. This study will focus on higher students, which may show the experience of divorce as more of an ongoing procedure, rather than a singular 1-time effect. The articles used in our work encompass a wide variety of participants. This variety of studies includes articles on longitudinal studies, higher students, and children. Nevertheless, one commonality amid these manufactures is the broad apply of Caucasian, centre-form participants. Although our topic focuses on the effects of divorce on college students, not much research currently exists on this population.

Ane commonality constitute among many manufactures is the use of a comparing group. For these studies, the researchers could compare the findings amongst those having experienced divorce and those in intact families. Research completed by Amato (2001) focused on an outcome comparison between children who had experienced divorce and those with intact families, likewise as differences betwixt the gender and historic period of these children. Grant (1993) also used a comparison group, to show a difference between those that had experienced divorce and those from intact families. The enquiry of Hetherington (1993) and Wallerstein & Lewis (2004) also utilized a comparison group, nonetheless both studies were longitudinal.

Longitudinal studies let researchers to exam participants multiple times, over a span of multiple years. Due to much research in the 1970s focusing on father absence, Hetherington (1993) examined families that had recently experienced divorce and were beingness led by a single mother. A large difference with this study is that merely children who had recently experienced a parental divorce and were four-years-old were chosen. Thus, a large emphasis was placed on the effects of a parental divorce on the child and the family; beginning when the child is pre-school aged. Using a longitudinal design, Wallerstein & Lewis (2004) conducted the offset and but 25-yr study, specifically focused on the child's experience growing upward following a parental divorce. Thus, instead of researching the upshot on the whole family, Wallerstein & Lewis (2004) looked at the lifespan adjustment of only the kid. Key findings of Wallerstein & Lewis (2004) in terms of those that experienced divorce, include a greater sense of feeling solitary, a bottom percent of college omnipresence, and a lesser percentage of higher completion. In fact, although 72% of the fathers and 38% of the mothers completed a college degree, simply 30% of the children from divorced families received full or consistent fiscal support during higher and only 57% of them received a caste themselves. Both Grant (1993) and Kirk (2002) point out that the curt-term effects of divorce overshadow those in the long-term. Thus, the importance of longitudinal research cannot be overlooked. Ane variable to be researched in longitudinal studies is the maturation of each participant and if this difference in historic period makes a difference in adaptation.

The utilize of age as a variable was common for many of the studies we take researched. Determining age to exist a variable may show that a divorce is a process and through maturation, adjustment may improve. Amato (2001) found that for offspring, adjustment to a divorce gets ameliorate with age. In correlation, Grant (1993) as well found that historic period plays a role in how a kid adapts to a divorce. Farther, Grant (1993) establish that children that had experienced parental divorce during preschool, rather afterward in adolescence would be ameliorate adjusted for life in higher, however the time of the divorce was the nearly negative. Kirk (2002) focused on young children experiencing parental divorce and plant that since these children had not however matured, adjustment would improve in the time to come. Further, information technology was the coping strategies that an private develops through maturing that would amend the way they adapt.

In a longitudinal study, Hetherington (1993) plant that over time, as these children matured, the adjustment improved. Of the 17 students interviewed by Bulduc, Caron, & Logue (2007) that experienced parental divorce during college, half reported that they saw the divorce coming and over half reported that parents had stayed together for the sake of the children. Thus, age may play a role in the understanding and coping strategies of the offspring. Mulholland, Watt, Philpott, & Sarlin (1991) focused research a population of middle-schoolhouse adolescents and the furnishings of divorce. Differing from these other studies, Mulholland, Watt, Philpott, & Sarlin (1991) found no correlation between age and adapting to a divorce. In addition to studying how age plays a role in adapting to divorce, gender may too be taken into account.

Many of the studies nosotros accept researched looked at how gender may play a part in how a child can cope with this stressful process. Amato (2001) found that when comparison genders, a greater arrears in terms of adapting was evident for boys than for girls. Thus, the results showed that the adjustment was easier for girls than for boys. In contrast to Amato (2001), Kirk (2002) found that no difference amongst gender was statistically significant. Rather, age meliorate determines how the child will conform to the divorce. Aro & Palosaari (1992) focused more on the mental effects of divorce on children and found that depression rates were higher for girls than for boys. In addition to gender, parenting fashion may play a large role in how offspring adjust to a divorce.

Parenting fashion refers to how a unmarried parent, or divorced couple parents their children.    Hetherington & Stanley-Hagan (1999) examined the consequences of parental divorce for children in regard to their adjustment and the healthiest living state of affairs for the kid. It was found that the type of parenting style and relationship maintained between the parent and the child may make up one's mind how the kid adjusts to the new divorce. As well, it was found that ii-parent, intact families were the healthiest living environments for a child. However, following a divorce, i parent must control the household and a unmarried-parent household that is harmonious and includes proper parenting, may be more than effective than a hostile two-parent household. In the enquiry compiled by Bulduc, Caron, & Logue (2007), although few participants reported things had inverse for the better following the divorce, about reported a stronger relationship with the mother and weaker human relationship with the begetter.

In contrast, Hetherington (1993) institute greater conflict between a mother and son in divorced families than intact families. As well, following the divorce, noncustodial fathers became more permissive, indulgent, and disengaged in their relationship with children. Not to mention, the results showed that children of divorce living in ane-parent, authoritative households and attention authoritative schools had greater achievement and social competence. In add-on to Bulduc, Caron, & Logue (2007), the research of Hetherington & Stanley-Hagan (1999), Hetherington (1993), Kirk (2002), Ruschena, Prior, Sanson, & Smart (2005), and McIntyre, Heron, McIntyre, Burton, & Engler (2003) all found that an authoritative parenting style, which involves consistently communicating with children, and being civil with the other parent can atomic number 82 to a healthy aligning.

In terms of behavior, the results of Ruschena, Prior, Sanson, & Smart (2005) showed differences in terms of those that experienced divorce and those of intact families on the bases of internalizing, externalizing, and overall behavior bug for 17 and 18-yr-olds. For Bulduc, Caron, & Logue (2007), these authoritative households and schools were divers as setting clear guidelines and holding expectations for these children. Kirk (2002) found that information technology is not the divorce, only the level of conflict inside the family that creates negative psychological outcomes. Although parenting style may play a office in coping with a parental divorce, the consequence of divorce in terms of academic continuing cannot be overlooked.

In terms of academics, a kid of divorce may face more than difficulty than those in intact families, due to having to cope with a familial, emotional, or residential change. Bulduc, Caron, & Logue (2007) specifically examined students that had experienced parental divorce while attention higher. Of the 17 interviewed, simply one-fourth reported their grades suffering due to the divorce. Similar to the work of Mulholland, Watt, Philpott, & Sarlin (1991), Bulduc, Caron, & Logue (2007), and Aro & Palosaari (1992) plant school performance of both girls and boys from divorced families to be inferior to that of children from non-divorced families. In contrast to these findings, Ross & Wynne (2010) found no clear difference between participants that had experienced divorce and those from intact families. For those having experienced parental divorce, academic standing is a clear variable to measure for college students.

The basis of our research is the effect of a parental divorce on college students' academic achievement. Among the research we take reviewed, only studies done by Bulduc, Caron, and Logue (2007) and Ross & Wynne (2010) specifically studied college students. Like to the research washed by Bulduc, Caron, and Logue (2007), the enquiry completed past Ross & Wynne (2010) examined college students to see how parental divorce and parental mental illness may have an influence on offspring. Though this report focused on college students, it differed from work washed by Bulduc, Caron, and Logue (2007) since participants had experienced parental divorce earlier attending college. Grant (1993) establish that children that had experienced parental divorce during preschool would exist better adjusted for life in college.

Resilience refers to an individual's ability to cope with stressful life events and go along in living a salubrious life. McIntyre, Heron, McIntyre, Burton, & Engler (2003) found similar results to Ruschena, Prior, Sanson, and Smart (2005), in that resilience is a quality inherited by children of divorce. McIntyre et al (2003) also noted the resilience of college students from families of divorce. The importance of this resilience for students in a college setting can permit them to better handle stress, including academics.

Bookish Sources

All academic sources were found through the Academy of Missouri Libraries and databases accessible online through the library website. Many of these articles were available in PDF class through the database, however those that were not available as PDFs were requested electronically. Once these articles were received, they were read, analyzed, and utilized in accordance with this report.

In choosing the in a higher place articles, we specifically looked at studies regarding the effects of divorce on offspring. Though our research focuses on the academic achievement of these individuals in a college setting, not much research currently exists on this population. Withal, considering that more enquiry exists in regard to children and adolescents experiencing parental divorce, nosotros chose two longitudinal studies. These longitudinal studies were able to look at the long-term furnishings of experiencing divorce and how coping may determine futurity relationships, education, and employment.

Although a small corporeality of these articles directly looked at bookish status for college students having experienced divorce, the articles used in our literature review include important information in regard to our inquiry questions. The limited amount of literature has been a key factor in the somewhat limited agreement of the impact divorce has on a child. But, we take come to believe that someone can successfully get happy, and active fifty-fifty after divorce. Nosotros believe it has more to do with the connectivity between a student and their family.

Assumptions of theory

Attachment theory focuses on the effects of a person's early on relationships on their development through life. Based on the piece of work of John Bowlby, attachment theory places emphasis on the bulldoze of a person to seek secure relationships (Shumaker, Miller, Ortiz, & Deutsch, 2011). Additionally, "These studies prove that paternal contributions are indeed vital to secure, stable, explatory, counterbalanced, verbally fluent attachment dispositions in adulthood" (Bowlby, 1988). Specifically, Bowlby (1988) analyzed the importance of the mother-kid relationship in the kid'south development.

Ainsworth, Blehar, Waters, and Wall (1978) added to the piece of work of Bowlby (1988) with their development of The Strange State of affairs (O'Gorman, 2012). In administering this projection, infants were separated from their mothers for an allotted time and depending on the coping method of the baby, they were seen as having an zipper style as secure, insecure-avoidant, insecure/ambivalent, or disorganized/disoriented. Although many changes may occur between infancy and machismo, Bowlby (1988) causeless that in one case an attachment style develops, relationships later in life would align with this manner.

Research Questions

1. What is the average GPA (bookish achievement) for higher students?
2. What is the association betwixt gender (confounding variable) and academic achievement (DV) amongst college students?
3. What is the association between parental divorce (IV1) and academic accomplishment (DV) among college students?
4. What is the association betwixt parent-kid relationship (IV2) and bookish achievement (DV) among higher students?

Theory connection to variables

A child'southward infant attachment manner tends to remain abiding through life, thus equally unlike life situations occur, this attachment fashion may be involved. For example, equally a kid is experiencing parental divorce, their zipper style may play a role in how they cope with this stressful process. In reference to our specific sample, equally parents raise their children, they attempt to instill characteristics that will lead to children becoming autonomous after leaving the home (Cutrona, Cole, Colangelo, Assouline, and Russell, 1994).

Thus, for the parents of children attending higher, they promise to accept instilled a solid sense of independence and self-sufficiency, leading to the achievement of a degree. However, for children of differing attachment styles, the experiences they take in college can profoundly vary. Considering the importance of grade point boilerplate when it comes to completing a degree, a college student'southward zipper style and human relationship with their parents may influence their study habits.

Zipper theory acts as a guideline to describe the infancy period and provide insight into the nature of the caregiver-kid relationship (O'Gorman, 2012). According to Cutrona, Cole, Colangelo, Assouline, and Russell (1994), links between social back up and academic accomplishment have been found in a few studies. From these studies, students with a high perception of social back up tended to take a higher degree of functioning than those with lower social support. The parent-child human relationship and child adaptation to divorce usually appear in inquiry (Cowan, Cowan, and Mehta, 2009). Further, unresolved conflict betwixt divorced parents is linked to negative indicators in terms of development for children.

Variables

The independent variables we take identified for this study are parental divorce and the parent-child relationship. The dependent variable we will exist looking at is the academic achievement for these college students. Thus, our interest lies in conjunction with parental divorce and parent-kid human relationship and their relationship to academic accomplishment for college students. The misreckoning variable we will exist using in our research is gender. We take chosen gender to make up one's mind if a difference is present betwixt males and females when it comes to parental divorce and parent-child relationship and their bear on on academic accomplishment.

Hypotheses

Nosotros hypothesize that higher students that accept experienced parental divorce and take less of a parent-child relationship volition have a lower caste of academic achievement, in comparing to those of intact families.

Methods

Inquiry Design

The research design of this project is cross-exclusive, only surveying participants once. Cross-exclusive is the best fit, because that factors such as time and money limit this written report. Following the completion of the survey, participants were kept confidential and were non re-contacted. Considering that the topic is relevant to about college students, participants were not hard to find. However, one weakness could be the extensiveness of our survey and the time information technology took to complete it. Our rationale for the longer survey was that more than questions would yield more clear results.

Sample and Sampling

The sample consisted of undergraduate students at a large public mid-western university who completed the survey on a random basis. A total of 45 students at this university completed the survey. In terms of age, all participants fell between 18 and 23-years-onetime and older. As for gender, our sample consisted of 75.6% females and 24.4% males. The sample besides was greatly Caucasian/White, 82.2%, while 8.nine% identified every bit African American/Black. Equally for the smaller percentages, 4.4% identified as Asian, and 4.4% identified as other.

The optimal sampling method for this report was convenience sampling. Considering that students were contacted via Facebook and Reddit, the sample was user-friendly. Time constraints and the availability of a big number of university students on specific social networking sites, played a big role in determining convenience sampling to be the nigh optimal option. Past placing the survey in specific areas of social networking sites simply available to students of the specific university, it was ensured that all participants nourish the university. Had time not been a deciding factor, probability sampling methods could have been implemented. The survey remained active on these sites for ane week. Considering that probability sampling was used, our sample may non be representative of the population of higher students at this university.

Data Collection

The survey interview method was self-administered online, considering that participants completed a designed survey on the internet. This method was chosen considering the large number of college students that use the internet and the fact that completing an online survey is fourth dimension effective. The number of students our survey reached was far greater than the number that would have been reached if nosotros had conducted face-to-face interviews.

Measurement

Dependent Variables

Student academic accomplishment is measured in the course of course point average (GPA). To appraise bookish achievement, participants reported their electric current GPA on the survey. Grade signal averages compile the pupil's cumulative grades for all completed courses since the outset of college. Further, the GPA for each course is determined by the quality of work on tests, quizzes, papers, and presentations every bit assessed past each professor. The grading for each class follows a 4.0 calibration and GPA is the accumulative average of all courses. The question assessing GPA was structured as, "Which all-time describes your current GPA, according to MyZou?" The participant was charged with self-reporting their GPA to the all-time of their cognition. GPA is ratio in terms of the level of measurement and is considered a continuous variable. Of the participants surveyed, the average GPA was ­3.26.

Independent Variables

Demographic factors.

Measurements of demographics were obtained via the survey from cocky-written report. The question on race referred to the student being one of the following: American Indian/Alaska Native, Asian, Asian Indian, Black/African American, Native Hawaiian/Pacific Islander, White, or other. Also, the question on ethnicity was limited to Hispanic/Latino or Non-Hispanic or Latino. Each participant was likewise asked to report their age, ranging from 17 to 23 or older. Finally, students were asked to clarify their twelvemonth in college, whether Freshman, Sophomore, Junior, Senior, or Graduate student.

These questions are nominal in terms of the level of measurement and qualify as chiselled. Previous research has shown a difference between how individuals of differing genders may cope with a parental divorce and later life performance. Thus, gender was chosen as a confounding variable to further assess these differences. The question on gender was structured as, "Which best describes your gender; male, female, transgender, or intersex?" This question qualifies equally nominal in terms of level of measurement and is also categorical.

Parental divorce

To assess whether students had experienced parental divorce, two questions were adult. The offset simply asking, "Are your parents divorced?" Further, the time of the parental divorce can be quite of import in terms of how the educatee copes. Thus, an additional question for those answering that their parents were divorced we included, "When did this divorce occur?" For those coming from intact families, in which parents were not divorced, the participant was directed to skip this question and continue with the next question. These questions are nominal in terms of level of measurement and considered to be chiselled.

Parent-kid human relationship

The quality of the student'due south relationship with their parents was measured using the Parental Attachment Questionnaire (Kenny, 1987). Ii versions of the survey exist, 1 of which asks the participant questions about their relationship with each parent to be answered answer using a Likert calibration. The second version, which was implemented in this written report, asks the aforementioned questions, however the participant answers in regard to their parents together (combined parent rating), rather than split up. Given time constraints it was determined to be best to apply the combined parent rating. The Likert scale used to evaluate the parent-child human relationship involved a serial of statements in regard to how the student interacts and feels about their parents.

The sections of the Parental Attachment Questionnaire included parental back up, interactions during visits, feelings following time spent together, comfort in involving parents with problems, and going to parents for assistance. Evaluations of these statements was a ranking arrangement of 1 (not at all), 2 (somewhat), iii (moderate amount), iv (quite a flake), and 5 (very much). These questions are ordinal in terms of level of measurement, considering the calibration and they can be classified as categorical.

We accept accounted for inter-rater reliability and internal consistency reliability (Cronbach'south Alpha). To account for inter-rater reliability and internal consistency, nosotros have designed this survey together and have concluded the consistency of the measures. Additionally, face validity and construct validity have been accounted for in this study in terms of designing the survey and developing complete research questions.

Information Analysis

In terms of analyzing our information, we analyzed the relationships between the Parental Attachment Questionnaire score, parental divorce, and gender on GPA of each participant. Univariate assay was conducted in terms of finding the average GPA of the participants. Further, bivariate analysis was conducted on gender, parental divorce, and parent-student attachment in reference to GPA. In terms of evaluating the relationship between gender and parental divorce on GPA, an independent t-test was conducted. Since an independent t-exam evaluates one continuous and one categorical variable, it volition align with the analysis of gender and parental divorce on student GPA. To analyze the correlation betwixt the parent-student human relationship on the student's GPA, a Pearson Correlation was conducted.

Results

Descriptive Analysis

In terms of univariate analysis, our first enquiry question was as follows: What is the boilerplate GPA (academic achievement) among college students? Of the 45 students surveyed, 3 declined to answer, thus N=42. The hateful of GPA was 3.26, showing that of the individuals surveyed, they have maintained above a B average. The standard deviation of this variable was .467 (SD=0.467). The minimum GPA reported was 1.79, while the maximum was 4.0. The median GPA reported was 3.39, while the mode was two.8 with 9.5% reporting. The results of the GPA savage along a bong-curve.

Bivariate Assay

In terms of bivariate analysis, our 2d research question was as follows: What is the human relationship between gender and GPA among college students? To analyze the data, we chose to implement an independent t-test on these variables. We hypothesized that the GPA of females surveyed would be college than males. There were 9 males included in this survey and t-exam (N=9, mean=3.02, SD=0.416). Further, there were 33 females included in this survey and t-exam analysis (N=33, hateful=3.32, SD=0.464). Thus, our expectation that females would study a higher GPA was supported. Yet, this hypothesis is rejected since there was not statistical significance found in the independent t-test (t=1.793, p=0.081). Since p (0.081) > 0.05, there is no statistical significance.

Our third bivariate assay was completed on the post-obit question: What is the relationship between parental divorce and GPA among college students? To analyze the data on these variables, we implemented another independent t-test. Nosotros hypothesized that those students of divorced parents would report a lower GPA. There were 11 participants who have divorced parents (N=11, mean=three.39, SD=0.346). In that location were 31 participants who come from intact families (N=31, mean=iii.21, SD=0.499). Our hypothesis was non supported, considering that for those students with divorced parents, actually reported a higher GPA than those of intact families. There was not statistical significance constitute in the independent t-exam (t=1.106, p=0.276). Since p (0.276) > 0.05, in that location is no statistical significance.

Our fourth bivariate analysis was completed on the post-obit question: What is the human relationship between parent-student relationship and GPA amidst college students? To analyze the data on these variables, we implemented a Pearson Correlation. We hypothesized that those students with a lower blended score measuring their relationship with their parents would study a lower GPA. There were forty participants that completed the Parental Zipper Questionnaire and each received a score out of 170 (N=twoscore, mean=125.25, SD=25.38). The college the student scored on the Parental Attachment Questionnaire, shows a stronger relationship with their parents. Our hypothesis was supported, considering that those of stronger parent-student relationships reported a college GPA. There was a significant correlation establish in the Pearson Correlation (r=0.387, p=0.018).

Discussion

As was presented in the results department, many of our findings were not statistically significant. However, at that place was a positive correlation establish in our quaternary bivariate analysis. Although an contained t-test on the relationship between parental divorce and GPA was non statistically pregnant, a positive correlation was constitute between a student's relationship with their parents and GPA. Reverse to popular thought, the relationship with between the parents and child may play a larger role than the divorce itself. Further, for those students whose parents are divorced and still cordial and involved in each other's lives, they may have more than positive outcomes. In a society that greatly points to divorce every bit a main negative experience for a kid, it may instead be the relationship the kid has with the parents.

Our commencement bivariate analysis, on gender and GPA paralleled the results of Kirk (2002). Considering that statistical significance was absent from our contained t-examination on the relationship between gender and GPA, a difference amongst males and females was non present. Even so, these results differ from those of Amato (2001), who found that when comparing males and females, boys had a greater arrears than girls. We hypothesized co-ordinate to the research of Amato (2001), that females participating in our survey would in fact report a college GPA than males and further inquiry could shed more low-cal on this relationship.

Our 2d bivariate analysis, on parental divorce and GPA contradicted previous findings presented in the literature review. Research completed by Mulholland, Watt, Philpott, & Sarlin (1991) found a lower degree of academic standing for those students of parental divorce. Further, Wallerstein & Lewis (2004) report that in improver to a lower likelihood of attending college, those having experienced parental divorce were less likely to complete a four-yr degree. Contrary to our hypothesis, the results of our study found no statistical significance betwixt a pupil having divorced parents and having a lower GPA than those of intact families.

Our final bivariate analysis, on the parent-student relationship and GPA paralleled studies of Bulduc, Caron, & Logue (2007), Hetherington & Stanley-Hagan (1999), Hetherington (1993), Kirk (2002), Ruschena, Prior, Sanson, & Smart (2005), and McIntyre, Heron, McIntyre, Burton, & Engler (2003), all of whom found that an authoritative parenting style, which involves consistently communicating with children, and beingness civil with the other parent can lead to a healthy adjustment. In accordance with our hypothesis, those with a healthier parent-pupil relationship reported a higher GPA. Participants scoring college according to the Parental Zipper Questionnaire (Kenny, 1987) had a significantly college GPA than those with a lesser score.

Based on our results, there are many implications for future social work policy and practice. As previously pointed out, it may be the parent-student relationship that greater determines outcomes, rather than a parental divorce. Considering these findings, more than emphasis may be placed on establishing positive advice and parenting styles. Regardless of a parental divorce, a positive and salubrious human relationship can mean better coping and understand between the parents and child. In terms of social work do, parenting classes tin can be offered to ensure that parents are prepared to raise children. Prevention costs far less than intervention and ensuring that parents are completely prepared and aware of positive parenting styles can improve how the child grows upwardly. Additionally, changes can be made in terms of the style practitioners provide family and couples therapy. When the human relationship between the parents and children is profoundly emphasized, fifty-fifty in situations of divorce, the whole family unit may cope in a healthier fashion. In terms of policy, possible issues to be discussed may include parental rights and visitation in parental divorce. When a child is limited in their freedom to visit a parent, the relationship will certainly suffer. Withal, having parents constantly communicate and exist equal in terms of parental rights can mean a healthier relationship with the child.

The results of this study are consequent with the assumptions of zipper theory. As pointed out by attachment theory, a kid's attachment style ofttimes remains constant throughout life, thus prevention or early intervention to emphasize the parent-student human relationship tin can pay dividends. Every bit reported by Cowan, Cowan, & Mehta (2009), the parent-child relationship and child adaptation to divorce are mutual to appear in research. Further, unresolved conflict betwixt divorced parents is linked to negative indicators in terms of development for children. Additionally, according to Cutrona, Cole, Colangelo, Assouline, and Russell (1994), links between social support and academic achievement have been found in a few studies.

Given the parameters of this report, fourth dimension was a great limitation. With a greater corporeality of time, the survey and distribution could have been to a larger, more representative sample. With this theoretical increment in representativeness, the results would certainly be more definite. Additionally, because this report was not funded through a grant, we were not compensated, or allowed to recoup participants. With a greater amount of funding, future researchers could have defended more time to have a more encompassing study. Given the large amount of females that completed our survey, a sample including more males would be important. Due to the limitations of our enquiry, future research can greatly expand on our findings. Specifically, the issues relating to the parent-pupil relationship tin be explored in similar populations. In improver to focusing on GPA, future studies could research future relationships with peers and intimate partners in accord to parental divorce and parent relationship. Previous inquiry has shown that the percentage of individuals who take experienced parental divorce and are attending college is relatively depression, approximately 16%-20% (Grant, Smith, Sinclair, & Salts, 1993).

Thus, it is clear that the importance of the parent-child relationship is nowadays and can make up one's mind later life functioning. Further, considering the relatively small amount of studies on higher students and their relationships with parents, this population must continue to be researched. With these implications for future enquiry, the goals of social equality and justice can be achieved, ensuring that regardless of personal background, each individual tin can live a total life.

Reference List

Amato, P. R. (2001). Children of divorce in the 1990s: An update of the Amato and Keith (1991) meta-assay. Journal of Family Psychology, 15(3), 355-370.

Aro, H. M., & Palosaaur, U. K. (1992). Parental divorce, adolescence, and transition to machismo: A follow-up written report. American Journal of Orthopsychiatry, 62, 421-429

Bowlby, J. (1988). A secure base: Parent-child attachment and healthy homo development. New York, NY: Basic Books.

Bulduc, J. L., Caron, S. L., & Logue, Chiliad. (2007). The Effects of Parental Divorce on College Students. Journal of Divorce & Remarriage, 46(iii/4), 83-104.

Cowan, P. A., Cowan, C., & Mehta, North. (2009). Developed attachment, couple attachment, and children'due south accommodation to school: an integrated attachment template and family unit take chances model. Attachment & Homo Evolution, eleven(ane), 29-46.

Crary, D. (2003). Lengthy marriages ending more often. Bangor Daily News Associated Printing Article.

Cutrona, C. Due east., Cole, V., Colangelo, N., Assouline, Southward. Thousand., & Russell, D. Due west. (1994). Perceived parental social support and academic achievement: An zipper theory perspective. Journal of Personality and Social Psychology, 66(two), 369-378.

Grant, Fifty. S., Smith, T. A., Sinclair, J. J. & Salts, C. J. (1993). The impact of parental divorce on college adjustment. Journal of Divorce & Remarriage, 19, 183-193.

Hetherington, Eastward. M. (1993). An overview of the Virginia longitudinal study of divorce and remarriage with a focus on early adolescence. Periodical of Family Psychology, 7, 39-56.

Hetherington E., Stanley-Hagan M. (1999). The adjustment of children with divorced parents: A gamble and resiliency perspective. Journal of Child Psychology And Psychiatry; 40 (1), 129-140.

Kirk A. The effects of divorce on young adults' relationship competence: The influence of intimate friendships. Journal of Divorce & Remarriage [serial online]. 2002; 38 (1-2): 61-90.

Kreider, R. (2007). Living arrangements of children: 2004. Electric current population reports, p. 70-114. Washington, DC: Demography Bureau.

McIntyre, A., Heron, R. 50., McIntyre, Thousand. D., Burton, South. J., & Engler, J. North. (2003). College students from families of divorce: Keys to their resilience. Applied Developmental Psychology, 24, 17-31.

Mulholland, D. J., Watt, N. F., Philpott, A., & Sarlin, N. (1991). Academic operation in children of divorce: Psychological resilience and vulnerability. Psychiatry, 54, 268-280.

O'Gorman, Southward. (2012). Zipper theory, family system theory, and the child presenting with pregnant behavioral concerns. Journal of Systemic Therapies, 31(3), 1-16.

Ross, L., & Wynne, South. (2010). Parental Depression and Divorce and Adult Children'southward Well-

Being: The Role of Family unit Unpredictability. Journal of Kid & Family Studies, 19(6), 757-761.

Ruschena, E., Prior, Yard., Sanson, A., & Smart, D. (2005). A longitudinal study of boyish adjustment following family transition. Periodical of Child Psychology and Psychiatry, 46, 353-363.

Shumaker, D. M., Miller, C., Ortiz, C., & Deutsch, R. (2011). The forgotten bonds: The assessment and contemplation of sibling attachment in divorce and parental separation. Family Courtroom Review, 49(1), 46-58.

Wallerstein, J. South., & Lewis, J. M. (2004). The unexpected legacy of divorce: Written report of a 25-twelvemonth study. Psychoanalytic Psychology, 21, 353-370.

Appendix

Circle or fill up in the data All-time describing you.

1. Gender:       1. Male            2. Female person         3. Transgender            4. Intersex

2. Age:                        i. 17                two. 18                three. nineteen                4. 20                5. 21                half dozen. 22

7. 23 or older

three. Race:           1. American Indian/Alaska Native                 2. Asian

iii. Asian Indian                                               4. Black/African American

5. Native Hawaiian/Pacific Islander               6. White

7. Other _________________

four. Ethnicity:                1. Hispanic or Latino              2. Not-Hispanic or Latino

5. Yr in schoolhouse:        1. Freshman     ii. Sophomore    3. Junior    4. Senior        v. Graduate

6. Current GPA (iv.0 scale, co-ordinate to MyZou):                 ______________

7. Are your parents divorced?            If no, skip to question 9.        1. YES                        2. NO

eight. If aye, when did this divorce occur?

i. Babyhood

2. Adolescence

3. College

iv. N/A

The following contains statements that depict family relationships and the kinds of feelings and experiences oftentimes reported by young adults.  Delight respond to each particular past filling in the number on a scale of 1 to 5 that best describes your parents, your relationship with your parents, and your experiences and feelings.  Please provide a single rating to describe your parents and your human relationship with them.  If only 1 parent is living, or if your parents are divorced, respond with reference to your living parent or the parent with whom you feel closer.

i	2	3	4	v
Non at All(0-10%)	Somewhat(11-35%)	A Moderate Corporeality(36-65%)	Quite A Bit(66-90%)	Very Much(91-100%)

In full general, my parents…. . .

___9. are persons I can count on to provide emotional support when I feel troubled.___10. back up my goals and interests.___11. sympathise my problems and concerns.___12. respect my privacy.___13. have my opinions seriously.___14. encourage me to make my ain decisions.___15.  are critical of what I can practice.___16. are persons to whom I can limited differences of opinion on important matters.

___17. have no idea what I am feeling or thinking.___18. are too decorated or otherwise involved to help___19. take trust and confidence in me.___20. endeavor to control my life.___21. protect me from danger and difficulty___22. are sensitive to my feelings and needs___23. respect my judgment and decisions, evenif different from what they would want. ___24. are persons whose expectations I feel obligated to come across.

i	2	iii	four	v
Not at All(0-10%)	Somewhat(11-35%)	A Moderate Amount(36-65%)	Quite A Bit(66-xc%)	Very Much(91-100%)

During recent visits or fourth dimension spent together, my parents were persons. . .

___25. I looked forward to seeing.___26. with whom I argued.___27. with whom I felt relaxed and comfortable.___28. towards whom I felt cool and afar.___29. who aroused feelings of guilt and anxiety.             (get  to next column)

___30. for whom I felt a feeling of love.___31. to whom I confided my nearly personalthoughts and feelings.___32. whose visitor I enjoyed.

Following time spent together, I exit my parents. . .

___33.  with warm and positive feelings. (get to side by side column)	___34.  feeling let down and disappointed past my

When I have a serious trouble or an important determination to make. . .

___35. I look to my family for back up, encouragement, and/or guidance.___36. I think nearly how my family might reply and what they might say. (get to next cavalcade)

___37. I work it out on my own, without assistance ordiscussion with others.___38. I know that my family unit will know whatto exercise.___39. I contact my family if I am not able toresolve the situation after talking it over with myfriends.

When I go to my parents for help. . .

___40. I feel more confident in my power to handle the problems on my ain.___41. I feel certain that things will work out equally long as I follow my parent'due south advice.___42. I am disappointed with their response.

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Source: https://artifactsjournal.missouri.edu/2014/08/parental-divorce-and-student-academic-achievement/

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