SCHOOL PERFORMANCE OF PUPILS FROM SINGLE-PARENT FAMILIES. A SOCIOLOGICAL SURVEY ON 8th GRADE PUPILS, BIHOR COUNTY

Abstract

Objectives. Studies have shown that single-parent families face various types of psycho-emotional problems but also the precariousness of economic resources, being among the vulnerable groups with a high risk of social exclusion. The paper presents a series of concrete aspects from a research conducted in Bihor County and it aims to analyze the differences between children from single-parent families and those coming from two-parent families, and those between single-mother families and single-father families, respectively, in terms of school life. Material and methods. The method used consists in a sociological survey based on a questionnaire, applied to a representative sample of 4708 8th grade students from Bihor County, in the 2019-2020 school year. Data processing was performed using Statistical Package for the Social Sciences [SPSS] program, with the aim of calculating the frequencies and correlations between the variables. Results. In terms of school performance, education environment quality within the family, and school-family collaboration, the research found statistically significant differences between single-parent and two-parent students, respectively between families with single mothers and single fathers. Conclusions. The data showed that school performance is strongly influenced by family structure, climate, and functionality. From this perspective, the single-parent family represents a structure with low educational potential; in terms of school performance, the single-mother family describes a structure that favors school performance to a greater extent compared to the single-father family.

Keywords

• single-parent families
• school performance
• vulnerable groups
• family climate
• family structure