The Effect of Family Structure and Parental Support on Academic Performance and Social
Behavior
Anella Jeanine Garness
Saint Leo University
The Effect of Family Structure and Parental Support on Academic Performance and Social Behavior
Divorce rates are escalating leaving an increasing number of single parent families. Unfortunately, this change may be adversely affecting the children in these households in aspects of academic performance and overall school behavior. Research shows that in comparison with intact families, consisting of both parents, students from lone parent families tend to perform at a lower academic level (Weitoft, Hjern & Rosén, 2004; Featherstone, Cundick & Jensen, 1992). This is a major problem since academic accomplishment has been correlated to a more successful future and lifestyle (Weitoft et al., 2004).
Research has emphasized that students of nuclear families had twice as high end of year grades and grade point averages than students of single parent families (Weitoft et al., 2004; Featherstone et al., 1992). In a ranking scheme constructed based on the outcome of desirable behavior by Featherstone et al. (1992), students from intact families ranked first on the scale with highest grade point averages, more occurrences of punctuality, and least number of absences and detentions. Reconstructed families ranked next on the scale, finally followed by students from single parent families, who had the lowest grade point averages and highest occurrences of absences, detentions and tardiness. In addition, students from intact families were viewed more positively by teachers and had less negative, undesirable behavior ratings in comparison to students from one parent families (Featherstone et al., 1992).
Furthermore, students from intact families were more likely to attain education past the compulsory curriculum in relation to students of single parent families (Weitoft et al., 2004). Also, Weitoft et al (2004) found that single parent families had a more profound effect on girls in comparison to boys since girls from lone parent families were less likely to complete compulsory education. Finally, Weitoft et al. (2004) results showed that the educational background of parents affected student’s performance since students with highly educated single parents performed at the same level as students with two parents of minimal education. However, highly educated single parents also tend to give less support to their children since they have high career aspirations for themselves.
Researchers have proposed various reasons for the lower academic performance of students from single parent families. Primarily, Boyce & Rose (2001) believed that economic resources play an influential role since men have higher wages than women and most children of lone parent families live with their mother. In addition, students from single parent families due to economic constraints tend to live in lower class neighborhoods and thus, students are not motivated academically by their environment outside of school (Weitoft et al., 2004). Furthermore, academic performance is positively correlated with parental support and monitoring. Students from single parent families, tend to report their parents as less supportive since lone parents have multiple roles to accomplish in the household. As a result, these students are at higher risk for academic failure due to lack of parental support (Boyce & Rose, 2001).
Despite the aforementioned research demonstrating that family structure affects school performance, other researchers have found a few discrepancies. For example, Kurdek et al.’s (1988) research determined that regardless of family structure, students performed equivalently on verbal tests and also had the same number of detentions and occurrences of tardiness. Furthermore, in single mother families, the absence of a paternal figure, did not affect academic and school performance (Kurdek & Sinclair, 1988). In addition, Boyce and Rose’s (2001) research revealed that irrespective of family structure, students who perceived their parents as more supportive performed better academically.
Purpose of Proposed Study
Extensive research exploring the effects of family structure on academic performance has emphasized that students from single parent families perform at a lower academic level and also are more prone to negative behavior in school when compared to students from intact families. These researchers have proposed a socioeconomic cause for these academic differences but have not taken into effect the role of parental support. Future research should evaluate the hypothesized socioeconomic causes to see if parental support is also a deciding factor of academic performance. Children of single parent families will perceive their parent as less supportive when compared to children of two parent families. It is hypothesized that students who receive more parental support will perform better, regardless of family structure and economic standing. Furthermore, researchers should focus on children’s behavior outside the school environment. It is hypothesized that students from single parent families will have more occurrences of delinquent behaviors and undesirable activities such as drug and alcohol abuse, in comparison to persons from intact families. This aspect of research is beneficial because it could potentially show the relationship between family structure and juvenile delinquent behavior.
References
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Boyce Rodgers, K., & Rose, H. (2001). Personal, family, and school factors related to adolescent academic performance: A comparison by family structure. Marriage & Family Review, 33( 4), 47-61. doi:10.1300/J002v33n04_05.
Boyd, R. J., & Higgins, G. E. (2006). Can parental support mediate the link between low self-control and deviance?. Criminal Justice Studies: A Critical Journal of Crime, Law & Society, 19(3), 257-273. doi:10.1080/14786010600921654
Engs, R. C. (2007). The Student Alcohol Questionnaire. Retrieved from http://www.indiana.edu/~engs/saq.html
Featherstone, D., Cundick, B., & Jensen, L. (1992). Differences in school behavior and achievement between children from intact, reconstituted, and single-parent families. Adolescence, 27( 105), 1-12.
Kurdek, L., & Sinclair, R. (1988). Relation of eighth graders' family structure, gender, and family environment with academic performance and school behavior. Journal of Educational Psychology, 80( 1), 90-94. doi:10.1037/0022-0663.80.1.90.
Violence Prevention Project (2004). Problem Behavior Frequency Scale. Retrieved from .
Weitoft, G., Hjern, A., & Rosén, M. (2004). School's out! Why earlier among children of lone parents? International Journal of Social Welfare, 13( 2), 134-144. doi:10.1111/j.1369-6866.2004.00307.x.
