Girls in foster care: Risk and promotive factors for school adjustment across the transition to middle school

Abstract

Girls in foster care may face difficulties across the transition to middle school. Latent growth curve modeling was employed to examine trajectories and predictors of academic competence and aggression from and against peers for 75 girls in foster care from the end of elementary school to the 2nd year of middle school. Across the transition to middle school, academic competence increased. Poor self-regulation was associated with decreased academic competence, and higher caregiver support was associated with increased academic competence. Frequency of aggression from peers decreased across the transition, with perceived school competence predicting smaller decreases. Aggression against peers dropped initially and then increased to pretransition levels by the end of the 2nd year of middle school. Lower caregiver support was associated with higher rates of aggression against peers at the end of the 1st year of middle school. The results are discussed in terms of implications for interventions for girls in foster care.

What are the factors associated with educational achievement for children in kinship or foster care: A systematic review

“…All studies reported on participant age: some included school age children of any age (5 to 18 years), while others focused on a cohort within one grade level or a smaller specified age range. One study did not report on the gender split (Mitic & Rimer, 2002) and one used an all female sample (Pears, Kim, & Leve, 2012). Remaining studies had samples that ranged from 40% to 62% female.…”

Maternal abuse history and self-regulation difficulties in preadolescence

“…Preadolescence (approximately ages 9–12) is a developmental turning point marked by a range of normative biological and social challenges, including increased autonomy from parents, the transition to middle school, and for some children, the onset of puberty (Larson & Richard, 1999; Wigfield, Lutz, & Wagner, 2005). Positive adjustment during preadolescence can set the stage for social and academic success into high school (Pears, Kim, & Leve, 2012), while negative adjustment can contribute to academic disengagement, affiliation with antisocial peers, and risk-taking behaviors (Crockett, Raffaelli, & Shen, 2006; Shortt, Capaldi, Dishion, Bank, & Owen, 2003). Within this context, self-regulation is thought to play a key role in facilitating positive adjustment outcomes.…”

Variables Que Influyen en La Transición De La Educación Primaria a La Educación Secundaria Obligatoria. Un Modelo Comprensivo

“…Así, en el caso de los trastornos del neurodesarrollo (trastorno por déficit de atención e hiperactividad o trastorno del espectro autista), el centro escolar tiene constancia de estos casos ya que, generalmente, han sido diagnosticados por los orientadores en la EP y en el cambio de etapa se informa de las adaptaciones curriculares adecuadas que permiten dar una respuesta educativa más ajustada a las características de estos estudiantes. Sin embargo, en el caso de los trastornos de la ansiedad y depresivos, el diagnóstico se realiza en el ámbito sanitario y, por tanto, el ámbito educativo puede desconocer estas situaciones Mala imagen de sí mismo (Folgar et al, 2013) Bajo nivel de autoestima (Coelho et al, 2017;Ryan, Shim y Makara, 2013) Bajo nivel de empatía (Williford et al, 2016;Williford, Boulton y Jenson, 2014) Bajo nivel de inteligencia emocional (Adeyemo, 2002) Interinestabilidad del individuo (Vanlede, Little y Card, 2006) Problemas de autorregulación (Pears, Kim y Leve, 2012;Rudolph et al, 2001) Baja motivación (Madjar, Cohen y Shoval, 2018;Monarca et al, 2012) Bajo nivel de autoeficacia (Madjar y Chohat, 2016) Preocupación ( Padres divorciados (Hines y Mack, 2007;Langberg et al, 2008) Ambiente familiar Que los padres dejen de ser un referente principal durante la transición (Folgar et al, 2013) Padres que agreden a sus hijos (Yaros et al, 2016) Escaso contacto padres-profesorado (Crosnoe, 2009;Edwards et al, 2014) Tener apego hacia los padres (Duchesne, Ratelle, Poitras y Drouin, 2009)…”