 School adjustment of internationally adopted children in primary school: A mother and teacher approachMonica Dalen, Steinar Theie and Anne-Lise Rygvold Children and Youth Services Review, 2020, vol. 109, issue C Abstract: The study examined school adjustment among 119 internationally adopted children in Norway. School adjustment included two main dimensions; school motivation and relationship in school. In the first part of the study, school adjustment was assessed by teachers among adopted and non-adopted children in first and third grade. In the second part, school adjustment assessed by mothers and teachers of adopted children were compared. The findings documented a significant decrease in school motivation from first to third grade among adopted children but not among non-adopted. Among non-adopted children there was a significant decrease in hyperactive behaviour which was not the case for adopted children. Although there were some differences in mothers’ and teachers’ assessments of adopted children, there was a significant decrease in their assessments of school motivation. The same decrease was not found for relationship in school. Keywords: International adoption; School motivation; Relationships in school; Hyperactive behavior; Language skills (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:109:y:2020:i:c:s0190740919309971 DOI: 10.1016/j.childyouth.2019.104737 Access Statistics for this article Children and Youth Services Review is currently edited by Duncan Lindsey More articles in Children and Youth Services Review from Elsevier |
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