EFFECTS OF PARENTS’ CIRCULAR MIGRATION ON STUDENTS’ SCHOOL ACHIEVEMENT: EXPLANATORY VARIABLES
EFFECTS OF PARENTS’ CIRCULAR MIGRATION ON STUDENTS’ SCHOOL ACHIEVEMENT: EXPLANATORY VARIABLES

Summary/Abstract: The failure of educational systems to accommodate the needs of circular migrant students determined increases in numbers of school-aged Romanian children “left behind” by their migrant parents. The present study focuses on school achievement among children left behind, as well as attributional style and perceptions of parental behaviors, two dimensions previously associated with educational attainment. Two hundred and five high-school students participated in the study, out of which one hundred thirty-four have at least one migrant parent. The average grade for one semester was taken into account as an indicator of school achievement level, while attributional style and perceptions of parental behaviors were investigated with two adapted, self-administered instruments: Attributional Style Questionnaire (Peterson et al, 1982), respectively Parent Perception Inventory (Hazzard et al, 1983). Results are apparently mixed: parents’ migration has limited effects on students’ school achievement, while both perceptions of parenting behaviors and attributional style are affected. Based on these findings, we suggest deeper concerns for training students left behind towards adaptive explanatory styles and for maintaining good transantional family relations.

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