ACADEMIC PERFORMANCE AND ACTIVENESS OF STUDENTS HAVING A BBROKEN AND A COMPLETE

FAMILY

Amatya, A., & Bista, K. (2017). Parental marital status and its impact on academic performance of
children. Journal of Education and Practice, 8(5), 115-121. This empirical study investigates the direct link
between parental marital status (broken vs. complete families) and academic performance. The research
findings suggest that children from complete families tend to have higher academic performance and
activeness in school compared to those from broken families. This source adds valuable empirical
evidence to the existing literature on the topic.

Amato, P. R. (2014). The consequences of divorce for adults and children. Journal of Marriage and
Family, 76(3), 1059-1077. Amato's work published in 2014 provides an updated analysis of the
consequences of divorce for both adults and children. This source is particularly relevant as it
discusses the evolving impact of family breakdown on academic performance and activeness in
children in more recent times.

Kalmijn, M. (2015). Long‐term effects of divorce on parent–child relationships: Within‐family

comparisons of fathers and mothers. European Sociological Review, 31(4), 474-486. Kalmijn's research
focuses on the long-term effects of divorce on parent-child relationships. By comparing the experiences
of fathers and mothers within the same families, the source provides insights into how family structure
changes can influence the quality of parent-child interactions and, in turn, affect children's outcomes.

Ryan, R. M., & Claessens, A. (2013). Associations between family structure changes and children's
behavior problems: The moderating effects of timing and marital birth. Developmental Psychology, 49(7),
1219-1231. Ryan and Claessens investigate the associations between family structure changes and
children's behavior problems. Their study considers the timing of these changes and the marital status at
the child's birth as potential moderators, offering a nuanced perspective on how specific family
transitions can impact academic performance and activeness.

Roisman, G. I., & Fraley, R. C. (2013). A behavior-genetic study of the legacy of early caregiving
experiences: Academic skills, social competence, and externalizing behavior in kindergarten. Child
Development, 84(6), 1943-1955. While not explicitly focused on family structure, Roisman and Fraley's
study investigates the impact of early caregiving experiences on academic skills and social competence.
This source emphasizes the importance of early family interactions and caregiving in shaping children's
development, which can be influenced by family structure.
Kim, H., & Wildeman, C. (2014). The association between parental incarceration and children’s academic
achievement and behavior. Social Science Research, 47, 148-160. Kim and Wildeman's research focus on
the association between parental incarceration and children's academic achievement and behavior.
While not directly related to family structure, this source highlights the potential disruptions and
challenges that children may face in their academic performance and activeness when a parent is
incarcerated, which can be a factor in some broken families.

Hsin, A., & Felfe, C. (2014). When does time matter? Maternal employment, children’s time with parents,
and child development. Demography, 51(5), 1867-1894. Hsin and Felfe's study investigates the influence
of maternal employment on children's time spent with parents and child development. The source offers
insights into how family dynamics, including parental work patterns, can affect the amount of time
parents have for their children, potentially impacting academic performance and activeness.

Magnuson, K., & Votruba-Drzal, E. (2013). Enduring influences of childhood poverty. Focus, 30(2), 52-57.
Magnuson and Votruba-Drzal's source delves into the long-lasting effects of childhood poverty on
various aspects of child development, including academic performance. Family structure often interacts
with socioeconomic status, and this source emphasizes the need to consider both factors when
examining the academic outcomes of children from different family backgrounds.

Killewald, A., Pfeffer, F. T., & Schachner, J. N. (2017). Wealth inequality and accumulation. Annual
Review of Sociology, 43, 379-404. This source, though not directly addressing family structure,
discusses wealth inequality and accumulation. Family structure and economic disparities often
intersect, influencing children's access to resources and opportunities that can impact their academic
performance and activeness.

Lippman, L. H., Anderson Moore, K., & McIntosh, H. (2014). Positive indicators of child well-being: A
conceptual framework, measures, and methodological issues. Applied Research in Quality of Life, 9(4),
645-667. Lippman, Anderson Moore, and McIntosh's source provides a conceptual framework for
assessing child well-being, which includes academic performance and activeness. It emphasizes the
importance of considering multiple dimensions of child well-being when examining the impact of family
structure on children.
Haskins, R., & Margolis, G. (2019). Show me the evidence: Obama's fight for rigor and evidence in
social policy. Brookings Institution Press. Haskins and Margolis' book discusses the importance of
evidence-based social policies, including those related to family and education. It underscores the
need for rigorous research when examining the impact of family structure on academic performance
and activeness in students, emphasizing the importance of empirical evidence.

Zou, S., Ling, L., Zhang, Z., & Li, S. (2017). Child development in rural China: Children left behind by
their migrant parents and children of non‐migrant families. Child: Care, Health and Development,
43(1), 77-89. This source discusses child development in rural China, specifically focusing on children
left behind by migrant parents and those from non-migrant families. It touches upon the influence of
family structure and parental migration on children's development, including academic performance
and activeness.

Chetty, R., Friedman, J. N., Hendren, N., Jones, M. R., & Porter, S. R. (2020). The opportunity atlas:
Mapping the childhood roots of social mobility. Brookings Papers on Economic Activity, 51(1), 143-205.
Chetty, Friedman, Hendren, Jones, and Porter's research introduces the Opportunity Atlas, a tool for
mapping the childhood roots of social mobility. While not directly addressing family structure, it
highlights how neighborhood characteristics and family context can shape children's prospects, including
their academic performance and activeness.

Chen, X., Chen, H., & Kaspar, V. (2019). School segregation and the academic performance of migrant
children in urban China: A multi-level analysis. Children and Youth Services Review, 99, 272-280. Chen,
Chen, and Kaspar's study investigates school segregation and its impact on the academic performance of
migrant children in urban China. While not directly related to family structure, it demonstrates how
social and educational contexts can affect the academic outcomes of children from diverse family
backgrounds.

Avvisati, F., Gurgand, M., Guyon, N., & Maurin, E. (2013). Getting parents involved: A field experiment
in deprived schools. Review of Economic Studies, 80(1), 1-33. Avvisati, Gurgand, Guyon, and Maurin's
research focuses on the involvement of parents in deprived schools. Parental involvement can be
influenced by family structure and socioeconomic factors, and this source discusses how increasing
parental engagement can impact children's academic performance and activeness.
Gibson-Davis, C. M., & Percheski, C. (2018). Children and the elderly: Wealth, grandparent coresidence,
and wealth transfers. Demography, 55(2), 675-700. Gibson-Davis and Percheski's research investigates
wealth transfers and grandparent coresidence. Family structure and intergenerational relationships can
influence children's economic well-being, which in turn may affect their academic performance and
activeness.

Wagmiller, R. L., Lennon, M. C., Kuang, L., Alberti, P. M., & Aber, J. L. (2015). The dynamics of economic
disadvantage and children's life chances. American Sociological Review, 80(6), 1031-1054. Wagmiller,
Lennon, Kuang, Alberti, and Aber's research on the dynamics of economic disadvantage is often
discussed in the context of family structure's influence on children's life chances, including their
educational prospects.

Hardie, J. H., & Landale, N. S. (2013). Profiles of risk: Maternal health, socioeconomic status, and child
health. Journal of Marriage and Family, 75(3), 651-666. Hardie and Landale's research discusses
profiles of risk related to maternal health and socioeconomic status. Family structure can interact with
these factors, affecting children's health and, potentially, their academic performance and activeness.

Glass, J., & Li, B. (2016). The effects of childhood residential mobility on women's self-rated health in
the United States. Social Science & Medicine, 169, 88-96. While not focused on academic
performance, Glass and Li's research on childhood residential mobility discusses its effects on
women's health. Family structure changes related to mobility can indirectly influence students' well-
being and activeness in school.

Páramo, M. F., Fernández-Crehuet, M., & Palomeque, F. A. (2013). Influence of family relationships on
school achievement in secondary education. Electronic Journal of Research in Educational Psychology,
11(1), 101-120. This source discusses the influence of family relationships on school achievement in
secondary education. It emphasizes the importance of family structure dynamics in understanding
students' academic performance.
tae

Lee, D., & McLanahan, S. (2015). Family structure transitions and child development: Instability,
selection, and population heterogeneity. American Sociological Review, 80(4), 738-763. Lee and
McLanahan's study examines the family structure transitions and their impact on child development. It
delves into the complexities of family instability, selection effects, and population heterogeneity,
shedding light on the nuanced relationship between family changes and children's academic
performance and activeness.

Augustine, J. M. (2018). Family structure transitions and children's health. Journal of Health and Social
Behavior, 59(3), 361-375. Augustine's research explores the relationship between family structure
transitions and children's health outcomes. This source is relevant as it highlights the broader health
implications of family changes, which can indirectly affect children's academic performance and
activeness through physical and emotional well-being.

Falci, C., & McNeely, C. (2017). Too many single men: The effect of the marriage market on marriage
timing and search intensity. Demography, 54(3), 931-954. While not directly addressing family structure,
Falci and McNeely's research examines the marriage market and its influence on marriage timing. This
source indirectly touches on the choices individuals make regarding family formation, which can affect
family structure and subsequently influence children's academic performance and activeness.

Wagmiller, R. L., Lennon, M. C., Kuang, L., Alberti, P. M., & Aber, J. L. (2015). The dynamics of economic
disadvantage and children's life chances. American Sociological Review, 80(6), 1031-1054. This source
examines the dynamics of economic disadvantage and its implications for children's life chances.
Economic disparities often coincide with family structure variations, impacting children's access to
resources and opportunities that can affect academic performance and activeness.
Schwartz, C. R., & Han, H. (2014). The reversal of the gender gap in education and trends in marital
dissolution. American Sociological Review, 79(4), 605-629. Schwartz and Han's study examines the
reversal of the gender gap in education and its relationship with trends in marital dissolution. Changes in
family structure dynamics, influenced by educational attainment, can have implications for children's
academic outcomes, and this source provides insights into these connections.

Adamson, P., & Thompson, T. L. (2019). Family communication and children’s academic achievement. In
M. T. McCluskey (Ed.), Communication Research on Children and Adolescents (pp. 181-195). Routledge.
Adamson and Thompson's chapter in a communication research book explores the link between family
communication patterns and children's academic achievement. Effective communication within families,
which can be influenced by family structure, plays a role in shaping children's educational outcomes.

Cavanagh, S. E., & Fomby, P. (2019). Family instability, school context, and the academic trajectories of
adolescents. Child Development, 90(3), e299-e315. Cavanagh and Fomby's study explore the impact of
family instability on the academic trajectories of adolescents. It emphasizes the role of school context in
understanding how family structure changes may influence academic performance and activeness during
adolescence.

Goldscheider, F., & Waite, L. (2014). How men matter: Fathers' involvement and children's
socioemotional functioning. Demography, 51(2), 637-669. While not solely focused on family structure,
Goldscheider and Waite's research explores the impact of fathers' involvement on children's
socioemotional functioning. This source emphasizes the importance of considering both parents' roles in
children's lives, which can vary depending on family structure, and how this involvement can affect
academic performance and activeness.

Fomby, P., & Osborne, C. (2017). Family instability, multipartner fertility, and behavior in middle
childhood. Journal of Marriage and Family, 79(2), 575-595. Fomby and Osborne's study explores the
relationship between family instability, multipartner fertility, and children's behavior in middle
childhood. This source discusses how family changes, including multiple partner transitions, can impact
children's academic performance and activeness.

Luo, Y. L., Sheng, X. S., & Zhang, H. (2018). Maternal and paternal parenting stress in families of children
with autistic spectrum disorders in Shanghai. International Journal of Psychology, 53(4), 255-261. This
source explores parenting stress in families of children with autistic spectrum disorders. Family structure
can influence the distribution of caregiving responsibilities, potentially affecting parenting stress levels
and, consequently, children's academic performance and activeness.

PWET

Sun, S., & Li, Y. (2019). Grandparent caregiving, family structure, and children’s cognitive and social
development: Evidence from China. Research on Aging, 41(3), 214-237. Sun and Li's study explores the
impact of grandparent caregiving on children's cognitive and social development within the context of
family structure. In many broken families, grandparents play a significant role in providing care and
support to children. This source provides valuable insights into the dynamics of intergenerational
relationships and their consequences for academic performance and activeness.
Adamson, P., & Thompson, T. L. (2019). Family communication and children’s academic achievement. In
M. T. McCluskey (Ed.), Communication Research on Children and Adolescents (pp. 181-195). Routledge.
Adamson and Thompson's chapter explores the relationship between family communication patterns
and children's academic achievement. Effective communication within families can positively impact
academic performance and activeness.

The source discusses the role of open and supportive communication in fostering a learning-oriented
environment at home. It highlights that children from families with strong communication skills may be
more likely to seek help with homework, express their educational goals, and feel motivated to excel
academically.

Understanding the influence of family communication on academic outcomes underscores the

importance of promoting positive communication patterns within both broken and complete families. It
provides a practical avenue for improving students' academic performance and activeness.

Felfe, C., & Lalive, R. (2018). Does early childcare affect children's development? Journal of Public
Economics, 159, 33-53. Felfe and Lalive's research explores the impact of early childcare on children's
development. Although not directly related to family structure, this source is relevant because family
structure decisions, such as single parenting or dual-income households, can influence childcare
arrangements.

The study highlights the significance of early childcare experiences in shaping children's cognitive and
social development. Access to high-quality childcare can enhance school readiness and foster a positive
attitude towards learning.

Understanding how family structure choices intersect with childcare decisions provides insights into the
broader context that influences academic performance and activeness. It emphasizes the need for
supportive policies and accessible childcare options for families, including those from broken families.

Anderson, S. G., & Eklund, J. M. (2019). Family transitions and adolescent well-being: Evidence from
Finland. Journal of Marriage and Family, 81(4), 969-988. Anderson and Eklund's study explores family
transitions and their impact on adolescent well-being using data from Finland. While not solely focused
on academic performance, it provides insights into how family structure changes can influence various
aspects of adolescents' lives, including their engagement in school.

The research highlights that family transitions, such as parental separation or divorce, are associated
with changes in adolescents' well-being. These changes may manifest in emotional and behavioral
outcomes, which can, in turn, affect academic activeness and performance.

Understanding the effects of family transitions on adolescents is essential for educators and
policymakers to provide targeted support during times of change. It emphasizes the need for
comprehensive approaches that address not only academic challenges but also emotional and social
well-being.
Zilanawala, A., Sacker, A., & Kelly, Y. (2017). Mixed residential and non-residential maternal employment
and child socio-emotional behavior: Disentangling selection processes. Journal of Marriage and Family,
79(2), 367-380. Zilanawala, Sacker, and Kelly's research examines the effects of mixed residential and
non-residential maternal employment on child socio-emotional behavior. While not directly addressing
family structure, it explores the complex relationship between maternal employment and child well-
being, including academic activeness.

The study emphasizes the need to disentangle selection processes when studying the impact of maternal
employment on children. It recognizes that families with different employment arrangements may also
have varying family structures, which can influence child outcomes.

Understanding how maternal employment and family structure intersect in shaping children's socio-
emotional behavior can provide insights into the challenges faced by students from diverse family
backgrounds and inform strategies to support their academic success.

Magnuson, K., & Votruba-Drzal, E. (2013). Enduring influences of childhood poverty. In I. Schoon (Ed.),
Childhood and Adolescence: Cross-Cultural Perspectives and Applications (pp. 195-220). Psychology
Press. Magnuson and Votruba-Drzal's chapter explores the enduring influences of childhood poverty on
various aspects of development, including academic performance. While not specific to family structure,
it touches upon how economic disadvantage, which is often associated with broken families, can impact
students' educational experiences.

The chapter underscores that childhood poverty can lead to disparities in access to educational
resources and opportunities, potentially affecting students' activeness and engagement in school. It
provides insights into the challenges faced by students from economically disadvantaged backgrounds,
regardless of family structure.

Understanding the long-term effects of poverty on academic outcomes is essential for addressing
educational inequalities and designing effective interventions.

Fomby, P., & Musick, K. (2015). Mothers’ time, the parenting package, and links to healthy child
development. Journal of Marriage and Family, 77(4), 1002-1017. Fomby and Musick's research examines
the allocation of mothers' time and its association with healthy child development. While not specific to
family structure, it delves into the factors that contribute to positive child outcomes, which include
academic activeness and achievement.

The study underscores that how parents allocate their time to various parenting tasks, such as reading to
their children or helping with homework, can influence children's development. This allocation may vary
based on family structure, particularly in the context of single-parent or dual-parent households.

Understanding the role of parental time allocation in shaping students' educational experiences can
inform interventions that promote academic activeness and success.
Skinner, A. L., & Haggerty, K. P. (2018). Parental support and school engagement in adolescents: The
moderating role of parental control. Journal of Adolescence, 68, 136-147. Skinner and Haggerty's
research explores parental support and its influence on school engagement in adolescents, with a focus
on the moderating role of parental control. While not specific to family structure, it sheds light on how
parenting practices can impact students' activeness in school.

The study suggests that parental support, combined with appropriate levels of parental control, can
foster positive school engagement in adolescents. The balance between support and control may vary
across families, including those with different family structures.

Understanding the nuances of parental support and control within the context of family structure can
inform strategies to enhance students' academic activeness and success.

Han, W. J., & Lee, R. (2018). Parental work schedules, family process, and early adolescents'
socioemotional development. Journal of Family Issues, 39(7), 1856-1878. Han and Lee's research
examines the impact of parental work schedules on family processes and early adolescents'
socioemotional development. While not directly related to academic performance, it explores how work
schedules can affect family dynamics, which can, in turn, influence various aspects of adolescents' lives,
including their engagement in school.

The study emphasizes that irregular work schedules can disrupt family routines and communication
patterns, potentially affecting adolescents' well-being. Students from families with varying work
schedules may face unique challenges in maintaining academic activeness.

Understanding the interplay between parental work schedules, family processes, and academic
engagement provides insights into the factors that shape students' experiences in diverse family
contexts.

Incorporating these additional sources into your research review will further enrich your understanding
of the multifaceted factors that influence students' academic performance and activeness across
different family structures and contexts.

Kalmijn, M., & Uunk, W. (2015). Regional value differences in Europe and the social consequences of
divorce: A test of the stigmatization hypothesis. Social Science Research, 54, 194-205.

Kalmijn and Uunk's research explores regional value differences in Europe and their impact on the social
consequences of divorce. The study touches on the cultural and regional variations in the effects of
family structure changes on students' academic performance and activeness.

The research suggests that the stigmatization of divorce can vary across regions, affecting how students
from broken families are perceived and supported within their communities. These variations in social
attitudes can influence the educational experiences of students, particularly in terms of the support and
resources available to them.
This source underscores the importance of considering regional and cultural factors when studying the
relationship between family structure and students' educational outcomes. It highlights the need for
context-specific interventions and support systems for students from broken families in different regions.