Trajectoire conjugale des parents et rendement et motivation scolaires d’une cohorte d’enfants québécois en 6e année du primaire
From the sample of children born in Quebec between 1997 and 1998 who are part of the Quebec Longitudinal Study of Child Development (QLSCD), we evaluate the academic performance and motivation of children at the end of primary school (average age: 12 years). The explanatory variables are the type of conjugal union of the parents at the birth of the child, their separation, and the sex of the child (main and interactive effects). The selected indicators correspond to mandatory ministerial examinations at the end of primary school, teacher’s evaluations, and the children's own statements.   Results indicate that when socio-economic and demographic variables as well as cognitive stimulation of the child are considered, there are few significant differences in the performance and academic motivation of children depending on the type of parental union at birth. Some positive effects were observed in cases of children whose parents were living in common-law unions at the time of birth and remained together at the time of the interview. In the occurrence of a parental separation, boys of parents who were married at the time of birth are more affected than boys or girls of parents who were in common-law unions at the time of the child’s birth. These results correspond to differential effects according to the interactions between the sex of the child, the type of conjugal union, and the occurrence of a separation.
Cohabitation Mariage Common-law union Cohabitation Marriage Separation Child Family structure Academic performance Academic motivation Well-being Quebec