ERIC Number: ED235887
Record Type: RIE
Publication Date: 1983-Aug
Reference Count: 0
Impact of Family Support Systems on Children's Academic and Social Functioning after Parental Divorce.
Guidubaldi, John; Cleminshaw, Helen
To determine whether support systems ameliorated the impact of divorce on family stress and child adjustment, the present study examined the availability to divorced families of various support systems, including the extended family, church, work, and community groups. Specifically, the study addressed the impact of parental support systems on children's academic achievement and intellectual and social competence. Additionally, the study identified those specific support systems that were most highly related to diminished adverse consequences of divorce. Data gathered from an ongoing nationwide study begun at Kent State University in 1981 by the National Association of School Psychologists served as the basis for the analyses. Findings demonstrated the utility of at least three clusters of support variables: (1) availability of helpful relatives, including in-laws; (2) availability of friends and paid child care assistance, such as that provided by nursery schools and baby sitters; and (3) a positive relationship between child and noncustodial parent. Repeatedly, the custodial parent's activities in both occupational and educational endeavors also emerged as significantly related to child performance. Results confirmed that several support systems were related to the divorced mother's effectiveness in interacting with her children and illustrated the substantial effects of support systems on the child's school adjustment. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (91st, Anaheim, CA, August 26-30, 1983).