Kent State University, Kent, Ohio (Guidubaldi); and Tod Babies' and Children's Hospital. Northeastern Ohio Universities College of Medicine, Youngstown, Ohio (Perry).
DIVORCE, SOCIOECONOMIC STATUS, AND CHILDREN'S COGNITIVE-SOCIAL COMPETENCE AT SCHOOL ENTRY
Version of Record online: 24 MAR 2010
1984 American Orthopsychiatric Association
American Journal of Orthopsychiatry
Volume 54, Issue 3, pages 459–468, July 1984
How to Cite
Guidubaldi, J. and Perry, J. D. (1984), DIVORCE, SOCIOECONOMIC STATUS, AND CHILDREN'S COGNITIVE-SOCIAL COMPETENCE AT SCHOOL ENTRY. American Journal of Orthopsychiatry, 54: 459–468. doi: 10.1111/j.1939-0025.1984.tb01511.x
- Issue online: 24 MAR 2010
- Version of Record online: 24 MAR 2010
All 115 kindergarteners in a suburban school district were evaluated with an extensive battery of intellectual, academic, social, and adaptive behavior measures to determine the predictive significance of single-parent status on school-entry competencies. Divorce was found to add significant amounts of independent variance to the socioeconomic status predictions of several criteria, specifically those relating to social and academic competence. Both single-parent status and SES were more powerful predictors than other family background, developmental history, and health variables.