PSY-510 PSY510 PSY 510-Milestone Three (1).docx- Snhu

PSY-510 PSY510 PSY 510-Milestone Three (1).docx- Snhu

We expect circumstantial exceptions, but we anticipate finding that overall, students who do not have actively involved parents are twice as likely to drop out or experience academic failure. Academic success is more than just a student turning in their homework on time, and paying attention in class. There are numerous contributing factors that each play a role in a student’s success and failure, academically speaking. One factor in particular worth mentioning is relationships with parents and caregivers. As a student myself, I can vouch for the significance of a support system. As we all know, not every student’s home life is the same. Some students have both their mom and their dad. Some have stepparents, or their parents have passed away and they live with other family members. Some have parents in prison, and others have never met their parents. Some students have had abusive parents, and others have grown up in foster care.

PSY-510 PSY510 PSY 510-Milestone Three (1).docx- Snhu

I think you get my point. So, no matter what the circumstances may be, the relationship a student has or had with a parent/caregiver will weigh significantly on their academic success. Review of LiteratureHershberger & Jones (2018), examined the concept of academic success and how it is influenced by parental and caregiver relationships. Particularly in regards to children who have been subjected to maltreatment. The correlation between the two is examined through data that was collected from 81 counties across 30 of the 50 United States. This data was collected by implementing a two-stage sampling method with the goal in mind of identifying children who were investigated for maltreatment over a period of 15 months. Although the study shows the difficulty in attempting to account for every potential maltreatment-related factor the results demonstrate a mediating effect of school engagement in relation to both parent and peer variables and academic achievement outcomes.

PSY-510 PSY510 PSY 510-Milestone Three (1).docx- Snhu

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