Abstract
We examined social competence, learning-related disorders, and school engagement in relation to grade point average (GPA) among three groups of children adopted by heterosexual and same-sex couples: 84 adopted privately, 29 internationally, and 20 from foster care. Structural equation modeling showed that increased school engagement predicts higher GPA, increased social competence predicts higher GPA via increased school engagement, and learning-related disorders predict lower GPA directly and via lower school engagement. Learning-related disorders had an equivalent or larger impact on GPA among children adopted privately than internationally or from foster care, potentially because diagnoses were made later. Learning needs should be considered regardless of adoption type.
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