Herrerias, Catalina2019-04-272019-04-272008https://hdl.handle.net/11244/318902The purpose of this study was to gauge the effects of parental separation on the academic achievement and social/emotional behavior of children of military personnel. The research design was descriptive-exploratory in nature, utilizing both qualitative and quantitative methodologies. The Teacher's Perception of Social Attributes (TPSA) and Teacher's Perception of Child Emotional Behavior (TPCEB) checklists were qualitative measures administered to five elementary school teachers to compare differences in social and emotional functioning in nine children who experienced parental deployment and nineteen children whose parents were not deployed. Additionally, twenty-eight student school data records were collected to complete the quantitative aspect of the study. Using TerraNova math scaled scores, grade point averages, attendance and tardy records, and demographic variables; Multivariate analysis of variance (MANOVA) analysis (Hotelling's T) were performed to compare differences in academic achievement between parental deployment (PD) and no parental deployment (NPD) groups. Results: Results from the study revealed no significant differences in academic achievement or social/emotional functioning between PD and NPD groups. Correlation analysis on demographic variables between the groups did not reveal TPSA negatively correlated with TPCEB. The knowledge gained from this study may shed light on understanding some of the dynamic processes that may be contributing to the overall academic and social adaptiveness of children of military personnel.101 pagesapplication.pdfChildren of military personnel--Education (Elementary)Children of military personnel--United States--Education (Elementary)Academic achievementParental deprivationSeparation (Psychology) in childrentext