Scholastic Attainment Following Severe Early Institutional Deprivation: A Study of Children Adopted from Romania

Autor/inn/en	Beckett, Celia; Maughan, Barbara; Rutter, Michael; Castle, Jenny; Colvert, Emma; Groothues, Christine; Hawkins, Amanda; Kreppner, Jana; O'Connor, Thomas G.; Stevens, Suzanne; Sonuga-Barke, Edmund J. S.
Titel	Scholastic Attainment Following Severe Early Institutional Deprivation: A Study of Children Adopted from Romania
Quelle	In: Journal of Abnormal Child Psychology, 35 (2007) 6, S.1063-1073 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-007-9155-y
Schlagwörter	Academic Achievement; Foreign Countries; Disadvantaged Environment; Educational Attainment; Adoption; Comparative Analysis; Intelligence; Attention Control; Hyperactivity; Romania; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Bildungsabschluss; Bildungsgut; Intelligenz; Klugheit; Aufmerksamkeitstest; Hyperaktivität; Rumänien; Großbritannien
Abstract	The relationship between severe early institutional deprivation and scholastic attainment at age 11 in 127 children (68 girls and 59 boys) adopted from institutions in Romania was compared to the attainment of 49 children (17 girls and 32 boys) adopted within the UK from a non-institutional background. Overall, children adopted from Romania had significantly lower attainment scores than those adopted within the UK; the children within the Romanian sample who had spent 6 months or more in an institution had significantly lower attainment scores than those who had spent less than 6 months in an institution, but there was no additional risk of low attainment associated with longer institutional care after 6 months. The lower scholastic attainment in the children adopted from Romanian institutions, as compared with domestic adoptees, was mediated by IQ, and to a lesser degree, inattention/overactivity. When these factors were taken into account, only small between-group differences in attainment remained. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10