SCHOOL ADJUSTMENT OF CHILDREN WITH CONGENITAL HEART DISEASE.
Contributors: University of Pittsburgh.
Published: 1988
Number of pages: 313
Subjects: Health Sciences, Nursing.
Description: Forty-eight children with mild, moderate, and severe congenital heart disease (16 children in each group) participated in the study, as well as their mothers and teachers. Data required for the study were obtained from: (a) the Coopersmith Self-Esteem Inventory, and the Children's Depression Inventory completed by the children; (b) the Child Behavior Checklist, and demographic data sheet completed by the mothers; (c) the Child Behavior Checklist--Teacher's Report Form, and the information sheet on Absence Rate and Scholastic Grade Average completed by the teachers; and (d) the children's medical records. Three-way analysis of variance was performed to determine if there were any significant differences between the mean scores for each of the variables used to infer school adjustment in relation to severity of congenital heart disease, age, and sex. Two-way analysis of variance was used to determine if there were any significant differences between the mean scores for each of the variables used to infer school adjustment with respect to: (a) severity of congenital heart disease and IQ level, (b) severity of congenital heart disease and level of self-esteem, and (c) severity of congenital heart disease and level of depression.

The major findings were as follows: (a) there were statistically significant differences between the means for absence rate, behavior as assessed by teachers, and depression with respect to severity of congenital heart disease; (b) there were statistically significant differences between the means for scholastic achievement, scholastic grade average, and adaptive functions and behavior as assessed by teachers according to IQ level; (c) there were statistically significant differences between the means for scholastic achievement, scholastic grade average, ans social competence as assessed by mothers regarding level of self-esteem; (d) there was a statistically significant difference between the mean scores for social competence with respect to level of depression; and (e) there were also three significant interactions: between age and sex for the means of behavior as assessed by mothers; between severity of heart disease and IQ level for the means of behavior as assessed by teachers; and between severity of heart disease and depression level for the means of social competence. (Abstract shortened with permission of author.).
Notes: Source: Dissertation Abstracts International, Volume: 49-09, Section: B, page: 3683.

Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH, 1988.

School code: 0178.