"Education, Faculty of"@en . "Educational and Counselling Psychology, and Special Education (ECPS), Department of"@en . "DSpace"@en . "UBCV"@en . "Malarczyk, Barbara Beth"@en . "2010-10-19T16:07:27Z"@en . "1989"@en . "Doctor of Education - EdD"@en . "University of British Columbia"@en . "This study investigated the relationship between scholastic performance and self-concept of grade ten military dependants, and three selected variables in the military environment.\r\nThe sample consisted of 119 tenth-grade students from seven Canadian military bases: six in Canada and one Defence base in Germany. Criterion variables were reading comprehension mathematics achievement, written expression and self-concept. Predictor variables were geographic mobility, father absence due to assignment, and military status. The sample was stratified by gender for data analysis.\r\nThe performance of the research sample on the criterion variables was compared with the published norms through construction of confidence intervals. Relationships between criterion and predictor variables were examined through partial correlations after controlling for the influence of cognitive ability. Multiple regression analyses were used to examine the relationship between the predictor variables and each criterion variable for each gender group. Bonferroni adjustment was used to guard against experiment-wise error.\r\nThe research sample was found to be similar to the norming samples of instruments used for data collection, except for mathematics and cognitive ability. There was no support for significant relationships between the environmental variables and the criterion variables. None of the bivariate correlations between the environmental and the criterion variables was statistically significant after Bonferroni adjustment for the control of Type 1 error. As well, none of the multiple regression analyses was statistically significant at the .0125 alpha level. However, the military environmental factors investigated in this study did not appear to be detrimental to the adolescents' school achievement and self-concept. It is speculated that cognitive ability may be a mediating variable in the relationship of military environmental variables and performance in school subjects."@en . "https://circle.library.ubc.ca/rest/handle/2429/29366?expand=metadata"@en . "ACADEMIC ACHIEVEMENT AND SELF-CONCEPT OF MILITARY ADOLESCENTS ATTENDING CANADIAN DEPARTMENT OF NATIONAL DEFENCE SCHOOLS by Barbara Beth Malarczyk M.Ed., University of Western Ontario A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in THE FACULTY OF GRADUATE STUDIES DEPARTMENT OF EDUCATIONAL PSYCHOLOGY & SPECIAL EDUCATION We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA September 1989 \u00C2\u00A9 B A R B A R A BETH MALARCZYK, 1989. In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of The University of British Columbia Vancouver, Canada Date /f /7^ .002 (Bonferroni adjustment: .05/21; critical r=.4). The correlation between military status and self-concept did not change, but it was not statistically significant. The correlation between geographic mobility and written expression of girls increased, but it too was not statistically significant. 60 Table 9 Partial Intercorrelations for Females Vars. RC MA WE SC GM FA MS RC 1.00 MA .20 1.00 WE .20 .24 1.00 SC .03 .06 -.14 1.00 GM -.05 -.02 .27 .11 1.00 FA .22 -.12 .09 .01 .19 MS .07 -.07 -.21 .26 .10 Note. RC = reading comprehension; MA = mathematics; WE = written expression; SC = self-concept; GM = geographic mobility; FA = father absence; MS = military status. 4.5 Regression Analysis The multiple regression procedure was used to examine the explanatory power of the environmental variables: geographic mobility, father absence, and military status, in relation to scores for reading comprehension, mathematics, written expression, and self-concept. Regression models were fitted for each of the criterion variables, separately for the two gender subsamples. As there were four regressions for each gender group, the statistical significance of the regression models were evaluated at alpha level .0125 (Bonferroni adjustment: .05/4) to guard against experiment-wise error. The variables were entered in 61 forward stepwise manner. None of the regression models was statistically significant. 4.6 Summary Chapter four presented the analyses and results of the study relating to the research questions. Self-concept and written expression were found to be within the norming sample's confidence intervals. For reading comprehension and mathematics, only the males did not fall within the confidence limits of the norming sample. The research sample had higher means on cognitive ability than the norming sample. Correlations between criterion variables were significant. However, none of the correlations between the environmental variables (father absence, military status, and geograhic mobility) and the criterion variables (reading comprehension, mathematics, written expression, self-concept) was statistically significant. As well, none of the multiple regression models was statistically significant. 62 CHAPTER 5 DISCUSSION AND RECOMMENDATIONS This chapter discusses the findings of the study, describes its limitations, and offers recommendations. 5.1 Findings and Conclusions 5.1.1 Findings The conceptual framework based on school performance suggested that the environmental background of students could be a major predictor of their school performance. Previous literature concerning school performance of military children is either inconsistent or nonexistent. In order to determine whether or not the military milieu is related to educational attainment, the present study identified three environmental factors (geographic mobility, father absence due to assignment and military status) which may be related to reading comprehension, mathematics, written expression and self-concept of military adolescents. It has been stated that military children, whose fathers are absent due to assignment, often have problems in school (Margiotta, 1978; Rosenfeld, Rosenstein & Raab, 1973; Yeatman, 1981). Staresnick (1985) suggested that the effects of family separation due to military assignment may be as related as, if not more related, than that of geographic mobility. However, in the present study, father absence was not found to be significantly related to any of the three school performance variables nor to children's self-concept. Father absence has been found to have a stronger relationship with school performance for boys than for. girls (Cortner, 1966; Lynn & Sawrey, 1959). This too is not supported by the findings in the present investigation. 63 The results tend to support the notion that geographic mobility is of no dramatic consequence for the school performance of military students (Brantley, 1981; Ford, 1979; Smith, 1975; Stanley, 1983). Possibly, mobility allows for a broader and more flexible perception of life. This may increase students' ability to be creative and proficient in school. The non significant findings in the present study cast doubt on research that states that geographic mobility is a major problem in the life of the military student (Cope, 1984; Landman, 1980; Morin, 1986; Shaw, 1979). Clearly, a mobile population puts greater demands in terms of effort and work load upon teachers and administrators. It seems, on the whole, educators working with military students seem to have been able to assist them in their adjustments to the many schools they have attended. Current knowledge suggests that socioeconomic status is linked with academic achievement (Landman, 1980; Oldaker, 1970). However, findings in this study pertaining to the relationship between military status and school performance do not coincide with that conclusion. The finding in the present study is consistent with that of Smith (1975) who found no relationship between self-concept and father's military status in Europe. Researchers have concluded that female school performance is more predictable than male school performance (Grady, 1966; O'Connell, 1981). Although intercorrelations were not significant in the present study, the relationships between the achievement variables and cognitive ability were somewhat weaker for males than for females. Upon partial ling out the effect of cognitive ability, the correlations between the achievement measures for both genders dropped considerably. As long as cognitive ability remains, the current study appears to support previous findings of Grady (1966) and O'Connell (1981), but when 64 cognitive ability is partial led out, it appears to be the males whose performance is more predictable. In addition, the study sought to determine whether the Canadian military adolescent sample was similar to the samples employed in the standardization of the instruments used in this study. The results show that there is no significant difference between the self-concept and written expression of military grade ten students and the norming samples for each of the published tests. This is similar to the findings of Hand (1969) and Strickland (1971), and disagrees with research that showed that military and nonmilitary students are similar in self-concept (Smith, 1975). However, for males only, reading comprehension and mathematics means do not fall within the confidence limits of the norming sample. This tends to agree with researchers who state there is a significant difference in school performance between American military and nonmilitary students (Gibson, 1968). It may be that living within the military milieu may have certain advantages for an adolescent male. The research sample (both males and females) was outside the confidence interval of the norms for cognitive ability. The research sample means were beyond the upper limit, indicating that the research sample scored higher than would be expected. It could be that higher cognitive ability of the research sample mediates between the relationship of environmental variables and academic performance. Perhaps better ability made the subjects cope with whatever negative effects geographic mobility and father absence might have had on their school performance and self-concept. In fact, the correlations did improve when cognitive ability was partialled out, but none were significant, rendering this interpretation only a speculation. 65 5.1.2 Conclusions Since the sample was drawn from a military population, conclusions should not be generalized to the civilian tenth grade population of Canada. Recognizing that the military population is unique, the following interpretations are drawn from the findings. Findings on geographic mobility were somewhat surprising. Lack of significant differences found in the data analyses seem to indicate that geographic mobility, as defined in this investigation, does not relate to school performance. Consequently, claims that geographic mobility negatively influences the adolescent may be exaggerated. Military students, having been exposed by virtue of their mobility, experience a great variety of environmental situations. They may also come to experience geographic mobility as simply a part of their normal family life, learning to overcome and cope with any negative influences resulting from many moves by the time they reach the tenth grade (Grishaver & Raskin, 1974; Segal, 1986). In general, military students should be treated as individuals whose background happens to include geographic mobility. To relieve any initial trauma, short-term efforts to facilitate orientation and adjustment to new educational programs and friendships would seem appropriate. The mean scores for the total military group were not significantly different from the published norms on written expression and self-concept. When stratified by gender, it was discovered that the males did not fall within the confidence limits of the norming sample in reading comprehension and mathematics. Further, grade ten military children seem to be higher in cognitive ability than their non-military peers. Based on these findings educators need to be aware of the academic potential of the military student and take this into account when planning programs and courses for these students. 66 5.2 Limitations of the Study The present study has the following perceived limitations: 1) The examination of the relationship between military environmental factors and the academic achievement and self-concept of military dependants was limited to four major areas: reading comprehension, mathematics, written expression, and self-concept. Other predictors, such as teacher and school factors, were not investigated in this study. 2) Although all tests were requested to be conducted on similar days and hours, this study involved the testing at seven military bases in four Canadian provinces and two countries. The testing may have suffered from a lack of uniformity. However, no irregularities were reported or found. Furthermore, information obtained from parents, students, and student school records may be less than accurate, but no irregularities were noticed. 3) Although all Canadian Department of National Defence secondary schools had given their consent to the study, two schools in Europe were unable to conduct the testing. This eliminated approximately 50 potential students. However, as the military is regularly transfering families, without family consultation, to different bases in Canada and Europe, the study sample could only be assumed to be a good reflection of adolescents in military families. 4) The measurement of predictor variables (geographic mobility, father absence due to assignment' military status) may be limited and in need of further study and refinement. 67 5.3 Recommendations Based upon the findings of the study, the following recommendations for research, policy, and education relating to the school performance of Canadian military dependants are suggested. The data did lead to some interesting speculations and provided some insights into subculture differences and direction for further investigations. Attempts have been made to determine whether or not the \"military life syndrome\" does in fact exist. It is clear from the literature that military members and their families are a group isolated from the mainstream of Canadian civilian society. How the possible effects of such a life, if any, can be effectively measured is an important topic for further investigation. What this study did reveal through the review of the literature and its own data analysis is a need for further study and research to contribute to the knowledge and understanding of the relationship of the military subculture to school performance. The emphasis should be on identifying predictor variables within the environment which would account for additional variation in school performance. Researchers may also wish to determine whether or not relationships exist between the military environment and other school subjects such as history and geography (Schofer, 1973). As well, it seems desireable to break such large categories as reading comprehension, mathematics, written expression and self-concept down into a number of skills and subskills so as to help the researcher to make comparisons and generalizations pertaining to this unique population. Moreover, skill level data would have clearer implications for modifying instructional practices. 68 As this study utilized only adolescents, replication of this investigation is needed to evaluate the relationship between school performance and the military environment at lower developmental stages or ages. It may be that younger children are more vulnerable to the upsets of military life. In addition, further study of military adolescents, witH a larger sample size, might be useful. The author regards the geographic mobility and father absence variables as important elements in future research in this area. The present study points to the need to inform administrators, teachers and parents of military students that there appears to be no significant relationship between geographic mobility and school achievement in mathematics, reading and written comprehension. Geographic mobility should not be made a scapegoat for student failures (Misner, 1973). However, this does not alter the fact that entering a new school is a difficult experience for many students, and every effort should continue to make the transition period as pleasant as possible. Both teachers and parents should be informed of the research findings on the relationship between geographical mobility and school achievement. If parents and teachers are aware that geographic mobility appears unrelated to school achievement, time could be spent on the advantages of a move rather than being concerned with a problem which very well may not exist. Also, the number of siblings in the family may be statistically controlled to determine if the availability of ready-made peers mitigates some or all of the possible negative effects of geographic mobility on the student. A study is needed of how students adjust to the absence of a military father at different ages and at different stages of their development. The effects of adjusting to the strains of numerous separations and reunions should be 69 studied. Father absence is a highly complex variable whose impact must be carefully examined. Knowledge about the education of military students is essential to challenge, confirm, or alter existing military regulations, policies, practices, and programming on behalf of military school-age dependants. Close communication between parents, students and school personnel is needed to enable educators to understand and help military children cope with their advantages and disadvantages. It would be useful to study the effectiveness of school programs designed to help military children, especially in the counselling area. Knowledge of this study may make the service career more attractive to young men and women (recruitment) and assist in the area of retention. The relationship between family concerns and retention of military personnel has been an issue (Lamerson & Catano, 1987). A longtitudinal study of the achievement of former students of Canadian Department of National Defence Schools after graduation from high school is needed. 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Racial/culture attitudes in adolescent children in overseas schools. (Doctoral dissertation, Michigan State University, 1981). Dissertation Abstracts International, 42, 3541 A. (University Microfilms No. 82-02501). Rosenfeld, J.M., Rosenstein, E., & Raab, M. (1973). Sailor families: The nature and effects of one kind of father absence. Child Welfare, 52(I), 33-44. Rossi, R.J., & Gilmartin, K.J. (1979). Non-test indicators of educational performance. The Clearing House, 53, 90-96. Rubin, Z. (1980). Children's friendships. Bath, England: The Pittman Press. Sackett, E.B. (1935). The effect of moving on the educational status of children. Elementary School Journal, 35, 517-526. Samson, G.J. (1969). A study of the relationship of student mobility to achievement, study methods and attitudes of tenth grade students in the Chicopee, Massachusetts school system. (Doctoral dissertation, University of Connecticut, 1968). Dissertation Abstracts, 29, 2497A. 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Geographic mobility and its effect on student achievement. Journal of Educational Research, 67(4), 163-165. Wooster, A.D., & Harris, G. (1972). Concepts of self and others in highly mobile service boys. Educational Research, 14(3), 195-199. Wright, E.N. (1982). Canadian Cognitive Abilities Test. Toronto: Nelson Canada. Yeatman, G.W. (1981). Paternal separation and the military dependant child. Military Medicine, 146, 320-322. 81 APPENDIX C - LETTERS TO TESTERS Examiner Responsibilities Military Research Study 1. It is important that each examiner follows the same procedures. Please read each Manual carefully before administering the tests. 2. A participating student is one who is presently registered in the tenth grade and who's father has been in the military since the student's birth. 3. Testing may be performed, after all parental consent forms are returned to the school office, at your and the school's convenience. Please complete all testing during the month of April, 1987, within three consecutive days, preferrably Tuesday, Wednesday and Thursday. Please test between 9:00 and 10:30 a.m. 4. It is important that the students be informed by the examiner prior to testing that participation is voluntary and will not affect his/her report card or standing in class. Please read the Request for Subject Participation previous to the first testing session. If a student becomes upset during testing, you may terminate that student's test. 5. Testing during Session I included the student information survey, the Verbal and Quantitative subtests of the Canadian Cognitive Abilities Test. Session 2 begins with the Nonverbal Battery of the Canadian Cognitive Abilities Test, followed by the Written Expression subtest of the Canadian Tests of Basic Skills, and The Way I Feel About Myself (Piers-Harris Children's Self-Concept Scale). Session 3 concludes the testing with the Reading Comprehension and Mathematics subtests of the Canadian Tests of Basic Skills. A five minute recess between the administration of tests within each session should take place. 6. Inquire of the principal what s/he wishes the nonparticipating students to pursue during the three testing sessions. 7. Please have participating students complete all information on the front of each protocol. 8. There are extra protocols in each envelope. These are available in the event of a mistake. 9. If any student appears to have problems which you feel might alter the score(s), please state the student's name and situation. 10. All test materials should be returned to the researcher by the end of April, 1987. 11. After testing, please thank the students, on my behalf. 85 Testing Materials Military Research Study Each Student 1. sharpened pencil with eraser 2. scratch paper Student I nformation Survey 1. To be answered prior to Session I tests Canadian Cognitive Abilities Test 1. Test booklet, Multilevel Edition, Levels A - H , Form 3. 2. Answer sheet for Level G. Canadian Tests of Basic Skills 1. Test booklet, High School Multilevel Edition, Levels 15-18, Form 5. 2. Answer sheet for Level 16 The Way I Feel About Myself (Piers-Harris Children's Self-Concept Scale) 1. Test booklet (to be written upon). 87 APPENDIX D - PARENT INFORMATION/CONSENT SURVEY Box 972 W.H. Gage 5959 Student Union Mall Vancouver, British Columbia V6T 1K2 2 March 30, 1987 Dear Parents/Guardians, As a member of a military family, your child is repeatly exposed to new experiences to which s/he must adapt. The relationship of this unique lifestyle to academic achievement and self-concept has been little researched. Like all educational systems, the Canadian military is interested and concerned in the quality of its educational programs, and attempts to continuously improve them. This research project is being undertaken as a doctoral dissertation in the Department of Educational Psychology and Special Education at the University of British Columbia. Permission to conduct this study has been granted by Mr. Bussiere, Director General, Dependants Education Programs, Department of National Defence; the Base Commander, Board of Education, as well as the principal of your child's secondary school, . The project requests the cooperation of all grade ten students attending DND schools in Canada and Europe. Your child in grade ten is a possible participant of this research. For the study to be meaningful, it is very important that each of the students be allowed to participate. If you and your child agree to participate, s/he will be asked to take part in three group testing sessions of approximately one hour and ten minutes on three consecutive days. The testing will be done during school hours by a qualified educator and at the convenience of the teacher(s) and school during the month of April. This type of testing is common practice in schools and is usually experienced as interesting and enjoyable by the students involved. All tests are school tests used in Canadian schools. The results of the tests will be strictly confidential. All identifying marks will be removed and future identification of individuals will not be possible. Tests will be returned to the University of British Columbia for coding and analysis. The purpose is not to check any one child's performance, but to obtain data on a large group of grade ten military students. No individual scores will be identified in the research paper. As well, your child's school records are needed for information on the number and location of schools previously attended. If I may use this information, please indicate immediately following the parent consent form. Research results will provide useful information to all professionals and the military involved in the education of military dependants. I am asking for your cooperation in expanding our understanding of the relationship of military life on the academic achievement and self-concept of military students. Attached is a permission slip for you to sign which allows the administration of these school tests to your child. An information survey is also attached for you, the parents, to complete and return to your child's school. 88 Parental Permission Form Military Research Study Code Number: 1. Name of student: 2. Date: 3. Name of school: I agree to allow my child to participate in the military research study. I am aware that this will involve three group testing sessions of approximately one hour each, conducted on separate days. I understand that confidentiality of test results will be maintained and that no individual scores will be released. Only group results will be reported. School records will be used only for information regarding the schools my child has attended. I also understand that participation in this project is voluntary and may be terminated at any time. Signature of Parent/Guardian My child's records may /may not be used by the secretary to obtain information regarding the schools attended by my child. If you have given your consent, your assistance in providing information to the questions on the following pages, would be very helpful in making this a meaningful study. I do not wish my child to participate in the military research study. Signature of Parent/Guardian Please return the completed Parent Consent Form, whether you have given or denied consent, with your child to the school office. Thank you very much. 90 Parental Information Survey Military Research Study Code Number: . PLEASE PRINT Name of tenth grade child: (first) (surname) _ _ . Your assistance in providing the following information would be greatfully appreciated. If possible, we request that the mother of the participating subject answer the questions, in consultation with the father. Answer to the best of your ability. Return the completed Parental Information Survey, in the envelope provided, to the school office. Please seal the envelope to ensure confidentiality. 1. Military personnel's rank: (If both parents in the service, state both ranks please) Father: . Mother: \ . 2. Years of active service: (where applicable) Father: . Mother: . 3. Were you a military child? (please check) Father: Yes . No . Mother: Yes . No . 4. Geographic mobility: Please state each time you moved residence since the participating child was born until first registered in school, including the age of the child at each move. Place of birth: Location . Province . 91 a. Date (month/year): Location: City/base Province Country Age at move: . b. Date (month/year): \u00E2\u0080\u00A2 . Location: City/base . Province . Country Age at move: . c. Date (month/year): . Location: City/base . Province . Country Age at move: . d. Date (month/year): . Location: City/base . Province . Country Age at move: e. Date (month/year): Location: City/base Age at move: f. Date (month/year): Location: City/base Age at move: g. Date (month/year): Location: City/base ' Province . Country Province . Country Province . Country 92 Age at move: . h. Date (month/year): . Location: City/base . Province . Country Age at move: Comments (if any) 5. Father abscence due to military assignment: During the years since the birth of the above names child, please state the times the military member was absent from the home in line of duty (to the best of your ability). a. Date left (month/year): . Date returned (month/year): . Destination: city/base . Province . Country Assignment: . b. Date left (month/year): . Date returned (month/year): . Destination: city/base . Province . Country Assignment: . c. Date left (month/year): . Date returned (month/year): . Destination: city/base . Province . Country 93 Assignment: Date left (month/year): Date returned (month/year):. Destination: city/base . Province Country Assignment: Date left (month/year): Date returned (month/year):_ Destination: city/base Assignment: f. Date left (month/year): Date returned (month/year):_ Destination: city/base Province Province Country Country Assignment: \u00E2\u0080\u00A2 g. Date left (month/year): \u00E2\u0080\u00A2 Date returned (month/year): _ . Destination: city/base . Province . Country Assignment: .. h. Date left (month/year): _\u00E2\u0080\u00A2 Date returned (month/year):__ . Destination: city/base \u00E2\u0080\u00A2 Province . Country Assignment:' 94 i. Date left (month/year): . Date returned (month/year): . Destination: city/base _ _ . Province . Country Assignment: . j. Date left (month/year): . Date returned (month/year): . Destination: city/base . Province . Country Assignment: . k. Date left (month/year): . Date returned (month/year): . Destination: city/base _ _ . Province ; . Country Assignment: Comments (if any) Thank you very much. 95 A P P E N D I X E - S T U D E N T I N F O R M A T I O N S U R V E Y S T U D E N T I N F O R M A T I O N S U R V E Y Military Research Study Code Number: . 1. Name: (first) . (last) . 2. Age: .(years) 3. Gender (please check) Male Female. 4. Name of School: : . 5. Geographic Mobility: Please state, to the best of your ability, the following information about each school you have been registered in, beginning with your primary education (i.e. kindergarten). a. Name of School _ . Location: city/base Province Country . Date:(month/year) entry . exit_ . Grade: entry . exit . b. Name of School _. Location: city/base Province Country . Date:(month/year) entry . exit . Grade: entry . exit_ . c. Name of School _\u00E2\u0080\u00A2 Location: city/base Province Country . 96 Date:(month/year) entry . exit_ Grade: entry . exit Name of School Location: city/base Date:(month/year) entry Grade: entry . exit. Province. . exit Country Name of School Location: city/base Date:(month/year) entry Grade: entry . exit. province, . exit Country f. Name of School Location: city/base Date:(month/year) entry Grade: entry . exit province, . exit _Country Name of School Location: city/base Date:(month/year) entry Grade: entry . exit. _Province_ . exit Country Name of School Location: city/base Date:(month/year) entry Grade: entry . exit. Province, . exit Country 97 Name of School Location: city/base Province. Date:(month/year) entry . exit Grade: entry . exit Name of School Location: city/base Province Date:(month/year) entry . exit Grade: entry_ . exit Name of School Location: city/base Province. Date:(month/year) entry . exit Grade: entry . exit Name of School Location: city/base Province Date:(month/year) entry . exit Grade: entry . exit_ Name of School Location: city/base Province Date:(month/year) entry . exit Grade: entry . exit 98 APPENDIX F - STUDENT RECORDS STUDENT INFORMATION SURVEY Military Research Study Code Number: . 1. Name: (first)_ . (last) . 2. School: ; \u00E2\u0080\u00A2 3. Location: city/base Province Country . 4. . Please state the dates .school, location and grade at entry and exit of the above named child from his/her school records, beginning with kindergarten. a. Name of School . Location: city/base Province Country . Date:(month/year) entry . exit . Grade: entry . exit ; . b. Name of School __. Location: city/base Province Country . Date:(month/year) entry . exit . Grade: entry . exit . c. Name of School . Location: city/base Province Country . Date:(month/year) entry . exit . Grade: entry . exit . 99 Name of School Location: city/base Date:(month/year) entry Grade: entry _\u00E2\u0080\u00A2 exit. Province, . exit Country Name of School Location: city/base Date:(month/year) entry Grade: entry . exit. Province, . exit _Country Name of School Location: city/base Date:(month/year) entry Grade: entry \u00E2\u0080\u00A2 exit. Province. . exit Country Name of School Location: city/base Date:(month/year) entry Grade: entry \u00E2\u0080\u00A2 exit. Province. . exit Country Name of School Location: city/base Date:(month/year) entry Grade: entry _\u00E2\u0080\u00A2 exit. Province. . exit .Country Name of School Location: city/base Province .Country 100 Date-(month/year) entry . exit Grade: entry . exit j . Name of School Location: city/base Date:(month/year) entry Grade: entry . exit. .Province. . exit .Country k. Name of School Location: city/base Date:(month/year) entry Grade: entry . exit. .Province. . exit .Country Name of School Location: city/base Date:(month/year) entry Grade: entry . exit. Province. . exit .Country m. Name of School Location: city/base Date:(month/year) entry Grade: entry . exit. .Province. . exit .Country 101 APPENDIX G - INFORMAL INTERVIEWS Military Research Study Name: . Position: . 1. In your opinion, what effect has military life had upon your child? 2. In your opinion, what effect has military life had upon your child's academic achievement? 3. In your opinion, what effect has military life had upon your child's self concept? 4. In your opinion, what have been the greatest stresses of military life upon your child? 5. In your opinion, how do military children cope with these stresses? 102 "@en . "Thesis/Dissertation"@en . "10.14288/1.0302371"@en . "eng"@en . "School Psychology"@en . "Vancouver : University of British Columbia Library"@en . "University of British Columbia"@en . "For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use."@en . "Graduate"@en . "Academic achievement and self-concept of military adolescents attending Canadian Department of National Defence Schools"@en . "Text"@en . "http://hdl.handle.net/2429/29366"@en .