TY  - JOUR
PY  - 2020//
TI  - Longitudinal relationships amongst child neglect, social relationships, and school  dropout risk for culturally and linguistically diverse adolescents
JO  - Child abuse and neglect
A1  - Choe, Danbi
SP  - e104891
EP  - e104891
VL  - 112
IS  - 
N2  - BACKGROUND: Many culturally and linguistically diverse adolescents in South Korea  have been exposed to neglect and often decide to drop out of school. <br><br>OBJECTIVE: This  study aimed to investigate the developmental trajectories of child neglect, peer  relationships, student-teacher relationships, and dropping out of school and the  putative protective role of peer relationships and student-teacher relationships on  the influence of perceived neglect on school dropout risk. PARTICIPANTS AND SETTING:  The data were taken from a three-wave longitudinal sample from the Multicultural  Adolescents Panel Data, which consisted of 1316 culturally and linguistically  diverse adolescents who were in the 7th to 9th grades (Female: 50.8 %). <br><br>METHODS:  This study utilizes a multivariate latent growth model to address the research  questions. <br><br>RESULTS: The results indicated that child neglect, peer relationships,  student-teacher relationships, and dropping out of school showed linear changes over  time. Child neglect had a direct longitudinal effect on decreasing peer  relationships and student-teacher relationships; it also increased school dropout  risk. Positive peer relationships and student-teacher relationships had a direct  effect on decreasing school dropout risk. Peer relationships and student-teacher  relationships had a mediating effect on the relationship between school neglect and  dropping out of school, but the mediating effect of those factors was significant  only at the cross-sectional level. <br><br>CONCLUSIONS: This study suggests that among  culturally and linguistically diverse students, building positive relationships with  peers and teachers each year may reduce the negative effect that neglect can have in  leading a student to drop out of school.<p />  <p>Language: en</p>
LA  - en
SN  - 0145-2134
UR  - http://dx.doi.org/10.1016/j.chiabu.2020.104891
ID  - ref1
ER  -