The Effect of Divorce on School Performance and Behavior in Preschool Children in Greece: An Empirical Study of Teachers’ Views

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DOI: 10.4236/psych.2014.51005    7,027 Downloads   15,415 Views   Citations

ABSTRACT

According to the National Statistical Service of Greece, single-parent families, which emerged after divorce, in 2011 occupied an important place among other family types, endangering a large number of children to display behavioral problems and poor school performance. The purpose of the present study was to investigate the effects of divorce on preschool children. Specifically, we studied the behavior problems and academic performance of children from single-parent families compared with children from nuclear families according to teachers’ views. The research sample consisted of 314 students from various urban and suburban parts of Greece, for which their 118 preschool teachers completed the “Pupil Behavior Rating Scale” (PBRS) and a questionnaire with demographic characteristics and data of themselves, their students and their students’ parents. The results of the research showed statistically significant correlations between 1) the type of family and occurrence of behavioral problems and 2) the type of family and school performance of the two student groups (single parenthood-nuclear). According to the findings of the present study, it appears that the family pattern affects the emotional development and school progress of children. For this reason, bearing always in mind that each family is unique, they are of particular importance: the assurance of a structured family environment (quality relationships of the members), the regular communication with parents built upon relationships of respect and trust, and finally, the social support and assistance of competent institutions to single-parent families.

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Babalis, T. , Tsoli, K. , Nikolopoulos, V. & Maniatis, P. (2014). The Effect of Divorce on School Performance and Behavior in Preschool Children in Greece: An Empirical Study of Teachers’ Views. Psychology, 5, 20-26. doi: 10.4236/psych.2014.51005.

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