Father-absence and scholastic performance in primary school children

Thomas H P Vandamme*, Steven Schwartz

*Corresponding author for this work

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The relationship between father-absence and academic achievement in children was studied in a sample of 80 urban children of predominantly lower social status. Differences between the father-absent and father-present groups in IQ and family background were controlled by matching. Boys and girls from father-present homes were found to score higher on standardized reading tests than children from father-absent homes, regardless of the child's age when the father became absent. Mediating variables by which father-absence may exert its influence (achievement motivation, absenteeism, parental attitudes, sex-role identity, life stress) were also examined. Contrary to predictions, children from father-absent homes scored higher on achievement motivation measures than children from intact homes. Girls from father-absent homes missed more school and scored lower on tests of "masculinity" than girls raised in father-present homes. No other mediating variables exerted a significant influence on the results. These data are discussed in the light of the "confluence" theory of cognitive development.

Original languageEnglish
Pages (from-to)204-213
Number of pages10
JournalCurrent Psychology
Volume4
Issue number3
DOIs
Publication statusPublished - Sep 1985
Externally publishedYes

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