Summary In the study by Nusinovici et al. (2018), the researchers used a quantitative method to assess the impact of divorce or separation of parents on their preterm children’s (preterm meaning born before 35 weeks) academic performance at 5 years of age. Thus, the main variables included in this study were: 1) the subject had to be a preterm baby, 2) the subject’s parents had to be separated or divorced at some point prior to the child’s 5th year (at which point children typically enroll in kindergarten), and 3) and the child had to be in school and able to be assessed by a teacher. The purpose of the study was to see whether there was any correlation between the variables of premature birth, parental divorce or separation, and academic achievement of the child at 5 years of age. The method used was purposive sampling, survey data of “clinical anomalies associated with preterm births” (Nusinovici et al., 2018, p. 2), classification of divorce separation times (2 groups were used—children with parents separated before 36 months, and children with parents separated after 36 months of the child’s birth but before 60 months). Gestational periods also served to classify the subjects, with three groups being determined, ranging from 24 to 27 weeks of gestation on up to 32 to 34 weeks of gestation). To assess the children academically the Global School Adaptation (GSA) questionnaire was given to teachers to assess the subjects and used to assess behavior and academic ability among the subjects. The main findings of the study showed that among preterm children, those who experience a divorce or separation of parents between the ages of 3 and 5 tended to scores a lower GSA and perform academically poorer overall than preterm children whose parents separated or divorced prior to the child turning 3 or whose parents...
The implications of the findings were that preterm children whose parents separate may require more academic and social support in making the adjustment to schooling.References
Nusinovici, S., Olliac, B., Flamant, C., Müller, J. B., Olivier, M., Rouger, V., ... & Hanf, M. (2018). Impact of parental separation or divorce on school performance in preterm children: A population-based study. PloS one, 13(9), e0202080.
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