Poster #82 - Early maltreatment and later academic outcomes: The role of achievement motivation and context

• In Event: 2-002 - Special Poster Session 05 with Continental Breakfast Reception
  In Poster Session: PS 05 - Interdisciplinary Section

Integrative Statement

Early experiences of maltreatment place youth at an increased risk of dropping out of school (Lansford et al., 2007; Porche et al., 2011), decreased levels of school engagement (Bender, 2012; Pears et al., 2013), and lower performance on achievement measures (Crozier & Barth, 2005; Rouse & Fantuzzo, 2009) when compared to their non-maltreated counterparts. Unfortunately, very little research focuses on more proximal outcomes such as achievement motivation to explain individual differences in these distal academic outcomes.
Maltreatment and Achievement Motivation
The existing literature, albeit limited, shows that maltreated students generally exhibit decreased motivation for school and experience more academic maladjustment than non-maltreated students (Kinard & Kinard, 1999; Vondra et al., 1990). There is also evidence to suggest that maltreated students develop a different and maladaptive motivation trajectory throughout schooling compared with their non-maltreated counterparts (Barnett et al., 1996; Shonk & Cicchetti, 2001). Some studies also found unique relation between motivation and school performances for maltreated students. For instance, Barnett et al., (1996) found that maltreated children’s self-perceived scholastic competence was negatively correlated with teacher ratings of GPA, effort, and intrinsic motivation, whereas teachers’ ratings of academic performance of non-maltreated children presented positive associations with their perceived competencies. This pattern of findings contradicts existing literature on low achieving students, in which they are more likely to be less engaged, exert less effort, and experience less motivation towards schooling.
To further our understanding of maltreated children’s achievement motivation and clarify the relations between motivation, contextual factors, and academic performance, we adopted the expectancy-value theory (EVT) of achievement motivation (Eccles & Wigfield, 2000; 2013). EVT provides a theoretical foundation to examine the internal individual characteristics of learners as well as the environmental and situational variables that influence student achievement.
Method
Data for 736 children (followed from age 4 to 16) and their families were obtained using the longitudinal studies of child abuse and neglect (LONGSCAN). Maltreatment status was measured at ages 0-4 while cognitive development and stimulation were measured at age 4. Behavior problems were measured at age 12. Caregiver educational support and education expectation were measured at age 14. Achievement motivation, engagement, and reading achievement were measured at age 16, while education status (dropped out, grade repeated, graduated) was measured at age 18. Measurement models for all latent variables indicated good data-model fit.
Results
SEM was employed to examine pathways from early maltreatment to later academic outcomes. Fit indices for the overall model indicate good data-model fit (see Figure 1). Results indicate a direct path from cognitive development to reading achievement with no other significant direct pathways. Specific indirect paths were present for cognitive development through early cognitive stimulation and achievement motivation to reading achievement, engagement, and educational status. For maltreatment, indirect pathways to engagement, reading achievement, and educational status were significant through behavior problems, caregiver factors, and achievement motivation.
Discussion
These findings are consistent with EVT and have substantial implications on monitoring and supporting the socialization of motivation for maltreated youth.

Authors

• Carlomagno Panlilio, Pennsylvania State University
  Presenting Author

• Rayne A. Sperling, The Pennsylvania State University
  Non-Presenting Author

• Wik Hung Pun, The Pennsylvania State University
  Non-Presenting Author

• Amanda Ferrara, The Pennsylvania State University
  Non-Presenting Author

• Helen Hu, The Pennsylvania State University
  Non-Presenting Author