Dimensions of physical punishment and their associations with children's cognitive performance and school adjustment |
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| Institution: | 1. Pennsylvania State University, Department of Sociology and Criminology and the Child Maltreatment Solutions Network, 505 Oswald Tower, University Park, PA, 16801, United States;2. Virginia Commonwealth University, School of Social Work, United States;1. sdube2@gsu.edu;1. Faculty of Psychology, 7th Floor, Borommaratchachonnani Srisattaphat Building, 254 Phayathai Road, Pathumwan, Bangkok, 10330, Thailand;2. School of Psychology, The University of Queensland, Queensland, 4072, Australia;3. Institute for Teaching and Learning Innovation, The University of Queensland, Queensland, 4072, Australia;1. JW LEE Center for Global Medicine, Seoul National University College of Medicine, Seoul, Republic of Korea;2. Department of Health Law, Policy and Management, Boston University, School of Public Health, Boston, MA United States;3. Seoul National University College of Nursing, Seoul, Republic of Korea;4. Department of Global Health, Hanoi Medical University, Hanoi, Viet Nam;5. Department of International Cooperation, Viet Nam Ministry of Health, Ha Noi, Viet Nam;6. Department of Family Medicine, Seoul National University College of Medicine, Seoul, Republic of Korea;1. Center for Advanced Studies in Child Welfare, School of Social Work, College of Education and Human Development, University of Minnesota, St. Paul, MN, United States;2. Department of Internal Medicine, School of Medicine, Yale University, New Haven, CT, United States;3. Department of Pharmaceutical Care and Health Systems, College of Pharmacy, University of Minnesota, Minneapolis, MN, United States;1. Moray House School of Education, Holyrood Road, University of Edinburgh, Edinburgh, Scotland, UK;2. College of Economics and Management, China Agricultural University, No. 17 Qinghuadong Road, Haidian District, Beijing, 100083, China;3. School of Public Health, 140 Decatur Street, Georgia State University, Atlanta, GA 30302, USA;4. Centre for Population Health Sciences, Medical School, Teviot Place, Central Campus, Edinburgh EH8 9AG, Scotland, UK |
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| Abstract: | This study examined how a range of physical punishment measures, ranging from mild corporal punishment to physical abuse, are associated with cognitive performance, school engagement, and peer isolation over a 3- year span among 658 children initially observed between the ages of 8 and 14. Physical punishment was captured in three groups: mild corporal punishment, harsh corporal punishment, and physical abuse, and both caregiver- and child-reported punishment measures were considered. After accounting for socioeconomic and demographic characteristics, only Ninitial exposure to physical abuse was significantly associated with declines in cognitive performance. However, all forms of physical punishment were associated with declines in school engagement, and harsh corporal punishment was associated with increased peer isolation. Our findings were relatively consistent regardless of whether physical punishment was reported by the child or caregiver. Overall, our findings suggest that the prevention of physical abuse may enhance children's cognitive performance, but that alone may not be sufficient to ensure children are engaged and well-adjusted in school. |
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| Keywords: | Physical abuse Corporal punishment Cognitive performance School engagement Peer isolation |
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