Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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Coping with Educational Disadvantages of Foster Children : Educational Expectations and Involvement Foster Parents

위탁아동의 학업성취향상 요인에 관한 연구 : 위탁부모의 교육에 대한 관심과 참여 중심으로

  • Kang, Hyunah (Department of Child Welfare, SookMyung Women's University)
  • 강현아 (숙명여자대학교 아동복지학과)
  • Received : 2005.06.30
  • Accepted : 2005.08.29
  • Published : 2005.10.31
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Abstract

This study used secondary data of the Illinois Subsidized Guardianship Waiver Demonstration, Chicago Public Schools and administrative data of the Illinois Department of Child and Family Services. Multiple regression analysis was the main statistical method. Results revealed a positive effect of foster parents' expectations on educational achievement of foster children without disabilities. Among types of educational involvement, 'direct educational activities' showed a positive effect on math and 'supervision reported by children' showed a positive effect on reading achievement. Among indices of the quality of relationship: the presence of kinship ties, permanence achievement, and level of affection between foster parents and children, only level of affection had a significant positive association with both math and reading achievement.

Keywords

References

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