School of Social Work, University of Iowa, Iowa City, USA.
Child Abuse Negl. 2011 Sep;35(9):688-99. doi: 10.1016/j.chiabu.2011.05.009. Epub 2011 Sep 23.
Although researchers have concluded that child maltreatment has a negative effect on children's learning and academic achievement, not all children are negatively affected by maltreatment, and some children seem to succeed academically despite being maltreated. Drawing on risk and resilience theory, we examined a broad range of potential risk, promotive, and protective factors within children and their environments along with characteristics of the maltreatment to account for variability in test scores.
A national longitudinal probability sample of 702 maltreated school-aged children, ages 6-10, and their caregivers was used to predict reading and math scores among maltreated children over three years.
We found that chronic maltreatment, poorer daily living skills, and lower intelligence explained a substantial proportion of the variance in maltreated children's math scores (39%), whereas type of maltreatment, poorer daily living skills and lower intelligence explained a substantial proportion of the variance in reading scores (54%) over time. Contrary to our prediction, having a behavior problem seemed to protect chronically maltreated children from poorer performance in math over time.
To increase academic achievement among maltreated children, it is imperative that we prevent chronic maltreatment and help children increase their competency on daily living skills.
尽管研究人员得出结论，儿童虐待对儿童的学习和学业成绩有负面影响，但并非所有儿童都受到虐待的负面影响，有些儿童尽管受到虐待，但似乎在学业上取得了成功。本研究借鉴风险和弹性理论，考察了儿童及其环境中广泛的潜在风险、促进和保护因素，以及虐待的特征，以解释测试分数的差异。
利用全国范围内具有代表性的 702 名 6-10 岁受虐待的学龄儿童及其照顾者的纵向概率样本，预测受虐待儿童在三年内的阅读和数学成绩。
我们发现，慢性虐待、较差的日常生活技能和较低的智力解释了受虐待儿童数学成绩（39%）的很大一部分差异，而虐待的类型、较差的日常生活技能和较低的智力解释了阅读成绩（54%）随时间变化的很大一部分差异。与我们的预测相反，行为问题似乎保护了长期受虐待的儿童，使其在数学方面的表现不会随着时间的推移而恶化。
为了提高受虐待儿童的学业成绩，我们必须防止慢性虐待，并帮助儿童提高日常生活技能的能力。
