The Effects Of Social Awkwardness On Students

For my sample, I will be doing a convenience sample. My survey will be open to any age but will mainly focus on young college students. I will reach out to my class at a local university. There are approximately 30 students in the Criminal Justice Basic Statistics and Research course. I plan to have all the 30 students participate in this survey. Once I implement my

Children of divorce are numerous, the effects of their biological parents separation and subsequent divorce has lasting effects on their behavior, academics, and their emotions. No one seems to care about the prevalence of divorce in society today; it is no longer considered taboo.

Divorce is one of the most common happenings in the world experienced by children. Most children go through different adjustments to become comfortable with the fact that their parents are not together anymore. Children of divorced parents are prone to lifelong effects. Seventy-five to eighty percent of children have divorced parents and twenty-five percent of those children have serious social, emotional, or psychological problems for the rest of their life. Most adults think that it is best for parents to stay together for the sake of their child because having two parents in different households can become difficult for the child socially and academically.

and their world. He or she may be uprooted to a new school, city or

Boys appear to suffer more difficulties at the time of the divorce, and girls appear to have more prblems

Social Scientist started to examine the family structure when they began to notice a high divorce rate that began in the 1960s. They wanted to know how divorce was affecting children mentally and if they were more likely to commit crimes than those who had both parents. Social scientist studies began to show that children who come from divorced parents tend to have more academic, behavioral, and emotional problems. When parents decide to divorce or separate, the child or children begin to stress because they know that everything is going to change and this can cause fear among the child. Studies have shown that a few children begin to adapt to their parents separation. However, more than one-third of children were clinically depressed, failing in school, had low social communication, were unable to sleep and eat, and hoped that one day their parents would get back together. Many of them

This study shows us that student do vary a great deal on how social they are from school to school.

The key research question in this study is what are the long term effects of parental divorce on a child’s relationship between their parents and their siblings? They took into consideration variables such as age of divorce, gender, and living arrangements so they can see what influence they may have on the present study results and compare it with previous studies. They gave 3 different surveys to 102 students with married parents and 107 students with divorced parents to be able to observe the differences in relationships between the two types of families. Some of the key findings of this study are that females actually have better adult relationships with their siblings and that divorce caused the children to have better relationships with their mother, and worse relationships with their father. They noted that the age when their parents got divorced was not a variable that affected whether or not they had a good relationship with their siblings. For the relationship between their mothers, it was better unless there was a variable of pre-divorce or post-divorce conflict between them. For their fathers, it showed that daughters had worse relationships with their fathers compared to sons. Living arrangements showed effects for both of the parents depending on which parent they lived with. When it comes to remarriage, it had a positive affect on mother-child relationship when the father got remarried and no affect when the mother was remarried.

Four areas of primary influence are: academic achievement, prosocial, internalizing problems and externalizing problems. Out of these four areas, academic achievement is most sensitive to family stress. Children from intact families often demonstrate higher mental aptitude than children from broken families. Compare to boys from intact families and girls from broken families, boys from broken families exhibit significantly poorer academic functioning. Boys from families which would subsequently divorce exhibit multiple behavioral problems prior to the divorce, which will naturally lead to poorer school functioning. One possible explanation for this is that boys may be more sensitive than girls to the events in home during the predivorce period. Interparental conflict might disrupt the parents’ attention to and monitoring of schoolwork. Poorly monitored boys, but not girls, have lower GPAs than adequately monitored boys and girls. Boys also perceive angry situations more negatively than do girls. In contrast to boys whose parents would divorce, girls showed a decline in GPA over the entire divorce period. One explanation for this is that puberty changes might have bigger effects on girls than on boys. The decline shown in girls across years may primarily have been a function of cumulative stressors. Furthermore, since the father is usually the one who leave the house, the absence of the male role-model makes it ever more difficult for boys to adjust to divorce. By late adolescence, (ages 15-18) teenagers are awakening to romantic relationships. The loss of parental love and the broken parental vows may cause children to find it difficult to make commitment to long lasting love, especially for boys. There are some evidences that children tend to show more problems if they are in the custody of a parent of the opposite sex than a parent of the same

These surveys sample about 15,000 students each year spanning across the three grades under consideration. However, not every question is asked of every student. Certain questions are reserved for certain subsamples.

I do not have a significant level of confidence in the results of the survey. I think for further research on this topic it would be important to have a specific group that represents all students you want to capture in the research both male and female evenly. I would also make sure to give the survey to the individual students involved in the survey directly so that I could be sure that there is no bias or skewed data received. I would also have the participants give informed consent as to make sure there is no coercion of misleading representation of the survey and what it is trying to achieve. I would not change my practice based on the findings mentioned in this

The last effect in children of divorcing parents is the academic failure. As a result of the parents getting a divorce, the child may stop becoming a good student and slide more towards the slacking behavior. They may stop participating in class and in group work, even passing time chatting with friends instead of doing school work. Sometimes students do this because they feel they can get even with their parents who are divorcing.They feel their parents should not be getting divorced. It changes all aspects of the children’s lives. And often children don’t believe their parents have had any consideration for them in the decision to divorce. Children also sometimes feel they are the cause of their parents decision to divorce. This results in the students decision to get an F in classes. The student hopes this failing academic behavior will awaken the parents to his or her needs instead of the parents thinking about only themselves.

Many children will adjust to their parents ' divorce, but some will continue to have significant problems into adulthood. Parents ' sensitivity to their child 's needs is one of the most important factors in facilitating adjustment. Other factors such as the child 's age, gender and temperament will also influence how well the child adjusts. Preschoolers tend to be "emotionally needy," have fears related to abandonment, and may display acting-out behaviors following their parents ' divorce or separation. Preschooler are likely to become very distressed during visit exchanges. Boys and girls tend to react differently to their parents ' divorce. As a rule, girls tend to become anxious and withdrawn, while boys tend to become more aggressive and disobedient. Girls from divorced families may become sexually active earlier than girls from intact families. Interestingly, boys often adjust better when their mothers remarry, while girls have more difficulty. Children of divorced families tend to have long-term adjustment difficulties when there is ongoing conflict between their parents. Boys are likely to display marked behavior problems when this exists. Children 's adjustment is also determined by the amount of conflict the parents had before the divorce. Researchers have found that children in divorced families, where there is little conflict following the divorce, do not differ in adjustment than children from low conflict intact

It can be presumed that random sampling was used because participants were selected from eight schools within Ontario Canada. The total number of students that were sampled were 1,771. However, only 1,492 (84%) finished the study. Those students that did not complete at least two of the surveys were included in the study. The researchers reported on the ethnic backgrounds, Italian (31%), French (18%), British (15%), and German (12%). The representation of the sample can be questioned because the ethnic backgrounds listed were the ones most reported. Minority ethnic groups were not mentioned. Thus, the sampling may have not been appropriate because it would difficult to generalize results to a larger population that would include minorities. It is important to note that the study was part of a larger one, from the year 2003 to 2008. The students that participated in current study began completely surveys in 2004 when they began their high school

In recent decades the family institution has undergone a dramatic transformation focusing on increased divorce rates, cohabitation rates, and the number of children raised in step and single marital families (Amato, 2000; Bumpass & Lu, 2000; Graefe & Lichter, 1999). Due to the increase of divorce rates children move more frequently and deal with additional family transitions throughout their childhood (Brown, 2006). As these changes slowly increase, about 40% of kids who are born to wedded, two-biological- parent families have a higher chance of parental divorce prior to reaching adulthood(Amato,2000). In addition, these children will likely experience a multitude of family disruptions and transitions as parents decide to remarry and progress with new partners. The family atmospheres during these times are incredibly detrimental to the growth and development of these children (Sun& Li, 2009). Research studies show that parental divorce can compromise educational success for their children. Children in two-parent families have noticeably higher test scores than children who are in single parent families and also had lower chances of graduating from high school (Sun & Li, 2001). One of the rationalizations for the academic difficulty in divorced