The effects of geographic mobility on the academic performance and social adjustment of low-income children making the transition to public school

Dana J Knutson, Purdue University

Abstract

The impact of geographic mobility on different groups of children has been frequently researched yet is only partly understood. This study measured outcomes in the areas of academic performance and social adjustment with a group of 172 low-income children who attended Head Start and were making the transition to public school. This study focused on a high-risk population that had not been previously researched, Unlike previous work that has examined isolated mobility indices, such as frequency of moves, this study included the measurement of contextual circumstances surrounding mobility. Hierarchical regression analyses indicated that certain mobility indices were predictive of achievement test scores, teacher-rated academic performance, and teacher-rated social adjustment, but not parent-rated social adjustment. However, after accounting for previous levels of academic performance and social adjustment, the significant effects of mobility were displaced. Gender and race effects were also examined. Gender was a significant predictor of teacher-rated academic performance and teacher-rated social adjustment, in favor of females. Race was predictive of parent-rated social adjustment, in favor of minority children. Results are discussed in terms of practical applications for teachers and school psychologists.

Degree

Ph.D.

Advisors

Matzicopoulos, Purdue University.

Subject Area

Developmental psychology|Preschool education|Educational psychology|Social psychology

COinS