Family Structure & Academic Achievement of Children

The attachment theory also adds insight into the effects of different family structures. Kenny and Donaldson point out that attachment theory, discussed by Bowlby in 1969 and Ainsworth in 1978, views attachment as an enduring bond that gives the child a base of support which in turn allows for intellectual and social competence. When the child is securely attached to the parent, they are able to explore and master thei

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te 80s and early 90s demonstrated that marital discord or negative parenting effected a child's development. While the mechanisms involved the resulting stress remained unknown, factors studied included intensity, frequency, and degree of parental discord such as quarreling, as well as severity, lack of resolution, and the content related to the child. Structural family theory, describing the different ways that a child can become triangulated within a family, providing loyalty an support to a parent, began to be used to assist with understanding of stress mechanisms. According to this theory, the child who has become the identified patient became so to maintain homeostasis in the family system. Contemporary While the earlier studies were devoted to effects of family structure on academic achievement of children, the debate regarding which type of family structure has the greatest impact on the child remained unanswered (Acock & Demo, 1994; Lerner, 1995; Stockard & Mayberry, 1992). Mohan and Gulati (1986) studied variables that contribute to academic achievement and concluded that family and home environment, socioeconomic status, and parental interests and attitudes are the key determinants. More recent studies continue t
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Some common words found in the essay are:
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Approximate Word count = 2194
Approximate Pages = 9 (250 words per page)

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