Ecological Factors Related to Child Task Completion


Chelnecha Hardy

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USU Student Showcase

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Faculty Mentor

Jessica Lucero


Child task completion is often considered when measuring academic achievement and graduation or secondary education obtainment. Although it is a good predicator of these things, the line and distinction between task completion and academic achievement is blurry. This study is a secondary analysis of data collected in the Fragile Families Study. I focus this project on two questions: 1) Are ecological factors (individual, family, and school) associated with task completion in children; and 2) Is task completion associated with academic achievement. Based on previous research and personal observation my hypotheses are: (H1 )Ecological factors such as parental closeness to child, parental involvement in school, low financial strain and parenting stress, and school and neighborhood advantage will have a positive association with child task completion. In contrast, lack of parental closeness, parental involvement, high financial strain, and school and neighborhood disadvantage will have a negative association with task completion. Factors such as gender and race/ethnicity will have no association with task completion. (H2) Greater levels of task completion are positively associated to academic achievement. Preliminary results show that: 1) there is a significant negative relationship between parenting stress and child task completion, 2) at the bivariate level family poverty threshold is not associated with child task completion, and 3) on average females had higher levels of task completion compared to males.

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