Publication Date
2024
Document Type
Dissertation/Thesis
First Advisor
Pittman, Laura D.
Degree Name
Ph.D. (Doctor of Philosophy)
Legacy Department
Department of Psychology
Abstract
The prevalence of homeschooling is increasing, especially in the aftermath of the COVID-19 pandemic. However, methodologically strong research examining how children's well-being may differ based on their schooling type (i.e., homeschooled vs. traditionally schooled) is rare. This study is a response to a call for advancing the methodological rigor and expanding our understanding of family contributions to differences between homeschooled and traditionally schooled children’s adjustment. Thus, the study aims to determine if differences between homeschooled and traditionally schooled (i.e., attending public school) children’s academic and emotional adjustment are present after accounting for both family demographic characteristics and parenting and home factors. This study collected data from 51 homeschooled and 51 publicly schooled children (ages 6–11) and their mothers. Children completed the WIAT-III Achievement Test and an interactive computer-based measure of socioemotional adjustment (i.e., DOMINIC) while mothers completed questionnaires regarding parental discipline, parenting style, parenting stress, and the home environment. Covariate analyses determined a significant difference in demographic characteristics between schooling groups such that the homeschooling group had more intact families, mothers who were not employed, mothers who identified as religious, and male children than the traditionally schooled group. However, no differences emerged between schooling groups in parenting factors nor home characteristics. A consistent pattern emerged such that homeschooled children scored lower on standardized measures of reading, math, and writing, even after controlling for demographic variables. No differences were found between homeschooled and traditionally schooled children’s internalizing and externalizing symptoms. Findings contribute to the literature regarding homeschooled children’s academic and emotional development, including academic domains needing further attention (i.e., writing) and protective demographic characteristics of homeschool families.
Recommended Citation
Hauck, Lauren Elizabeth, "A Comparison of Academic Achievement and Psychological Symptoms in Homeschooled and Traditionally Schooled Children: Accounting for Demographic and Family Characteristics" (2024). Graduate Research Theses & Dissertations. 7961.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7961
Extent
157 pages
Language
en
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
