Efeitos da estrutura familiar sobre as habilidades socioemocionais dos estudantes no ensino fundamental

Abstract

In general, the literature indicates a negative relationship between living in nonnuclear families (without both biological parents) and child outcomes. The aim of this study is to verify whether the single-parent family structure impacts the socio-emotional skills of students in elementary school. The data used were collected through the application of the SENNA instrument to students from the 5th to the 9th grade of the Sobral-CE municipality, in the Northeast of Brazil, in 2018. The average effect of the treatment was estimated using as methods propensity score matching and balancing by entropy. The results show that living in a single-parent family negatively impacts students' self-management. This may be related to the reduced availability of resources and time for these families to invest in monitoring and interacting with their children, affecting the development of selfmanagement competencies, such as organization, focus and responsibility in the school context.