Article Critique : The Journal Of School Psychology

1334 WordsFeb 15, 20156 Pages
Article Critique Alyssa J. Brincka Arizona State University Article Critique The Journal of School Psychology published an article in 2014 titled Divorce, approaches to learning, and children’s academic achievement: A longitudinal analysis of mediated and moderated effects. The article was funded through grants from the National Institute of Child Health and Human Development and the Institute of Education Sciences (Anthony, DiPerna, & Amato, 2014). Lead author Christopher J. Anthony is a Ph.D. candidate in School Psychology and fellow at Pennsylvania State University (Meet the Fellows, 2014) and is studying under secondary author James Clyde DiPerna, Department Chair and Associate Professor of Education in the School of Psychology, also at Pennsylvania State University (Department of Educational Psychology, Counseling, and Special Education., n.d.). The third author, Paul R. Amato, is the Arnold and Bette Hoffman Professor of Family Sociology and Demography at Pennsylvania State University (Paul R. Amato, n.d.). Anthony, DiPerna, and Amato (2014) used data from the Early Childhood Longitudinal Study – Kindergarten to analyze the relationship between parental divorce and a child’s academic achievement, and the potential role that approaches to learning (classroom behaviors) might play on this relationship. The abstract states that these approaches to learning were able to reduce the effects of parental divorce on a child’s education 12% in reading and 18% in
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