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School mobility and school-age children's social adjustment
Veronique Dupere1, Isabelle Archambault1, Tama Leventhal2
1School of Psychoeducation, University of Montreal.
Developmental Psychology
|December 9, 2014
Summary
Children experiencing school changes alongside family transitions face risks of social withdrawal or associating with maladjusted peers. This highlights the impact of context on school mobility outcomes.
Area of Science:
- Developmental Psychology
- Child Psychology
- Social Psychology
Background:
- School mobility is a significant event for children.
- School mobility often coincides with family transitions.
- Social maladjustment manifests as withdrawal, peer affiliation issues, and aggression.
Purpose of the Study:
- To examine the association between nonpromotional school changes and social maladjustment.
- To investigate the moderating role of family transitions in this association.
- To analyze these effects in longitudinal samples of elementary school children.
Main Methods:
- Longitudinal study design with two samples (U.S. and Canadian).
- Propensity weighted analyses were employed.
- Controlled for premobility individual, family, and peer characteristics.
Main Results:
- Children experiencing both school and family transitions showed increased risk.
- Risk varied by sample: social withdrawal (Canada) or affiliation with maladjusted peers (U.S.).
- Findings underscore the context-dependent nature of school mobility's social impact.
Conclusions:
- School mobility's social consequences are influenced by concurrent family transitions.
- Understanding the context of mobility is crucial for assessing child social adjustment.
- Interventions may need to address both school and family changes for mobile children.
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