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1.
The effects of geographic variations in cost of living and family income on children’s academic achievement and social competence in first grade (mean age = 86.9 months) were examined, mediated through material hardship, parental investments, family stress, and school resources. Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 17,565), higher cost of living was associated with lower academic achievement. For poor children only, higher cost of living was also detrimental to parental investments and school resources. Parental investments and school resources were more strongly associated with achievement for lower income than higher income children. Results suggest that cost of living intersects with income in meaningful ways for family and child well‐being and should be accounted for in the poverty measure. 相似文献
2.
OBJECTIVE: A model was examined in which the association between a parent's history of abuse and the parent's own abusive behavior toward his or her children was hypothesized to be mediated by parental psychopathology, early childbearing, and consistency of discipline. Additionally, the effect of severity of abuse on the likelihood of becoming abusive was examined. METHOD: Participants were 109 parents (G1) and their male children (G2) who were involved in a longitudinal study. The G1 parents reported on their own experiences of abuse when they were children. Ten years later, the G2 youths reported on the G1 parents' abusive behavior toward them. A number of other factors, including parental socioeconomic status (SES), antisocial behavior, depression and Post-traumatic Stress Disorder (PTSD), consistency of discipline, and the perceived early difficulty of the G2 children were measured. RESULTS: As reported by their own children, parents who reported having been abused in childhood were significantly more likely to engage in abusive behaviors toward the next generation. Findings indicated that abuse experienced by the parents, as well as consistency of discipline and depression plus PTSD, were predictive of parental abuse of the child. Contrary to hypotheses, the effects were not fully mediated. However, there were significant interactions between parental history of abuse and consistency of discipline, as well as abuse history and depression and PTSD. Parents who had experienced multiple acts of abuse and at least one physical impact were more likely to become abusive than were the other parents. CONCLUSIONS: The implications of these findings for preventive interventions are discussed. 相似文献
3.
《Journal of moral education》2012,41(1):105-121
This study focused on value transmission in the family and assessed adolescents’ acceptance of the values their parents want to transmit to them (socialisation values), identifying some factors that may affect the level of acceptance. Specifically, actual value agreement between parents, parental agreement as perceived by adolescents, parent–child closeness and promotion of child’s volitional functioning, were considered as predictors. Participants were 381 family triads (father, mother and adolescent child) from northern Italy; the adolescents (46.2% male) were all high‐school students from 15 to 19 years of age. Both parents and their children filled out self‐report questionnaires. Findings showed a moderate level of acceptance in families, suggesting the presence of similarities as well as differences between parents’ socialisation values and adolescents’ personal values. All the predictors considered except parents’ actual agreement, were found to be significantly and positively related to acceptance. Implications for moral development are discussed and suggestions for education and future research are provided. 相似文献
4.
Haiying Long 《Educational Research and Evaluation》2016,22(5-6):283-304
This study examines direct and indirect effects of family socioeconomic status (SES) and parental expectations on adolescents’ mathematics and problem-solving achievement in mainland China. SES here is composed of family wealth, home educational resources, and parental education. Over 5,000 ninth-grade students in 5 geographical districts of China participated in the study and were assessed by using the items adapted from the Programme for International Student Assessment (PISA). Results from structural equation modelling indicated that 2 components of SES – home educational resources and parental education – positively predicted parental expectations; however, the 3rd component – family wealth – negatively predicted parental expectations. Family wealth, parental education, and parental expectations significantly predicted mathematics achievement, and home educational resources, parental education, and parental expectations significantly predicted problem-solving achievement. The 3 components of SES also had significant indirect effects on both mathematics and problem-solving achievement through parental expectations, and the effect of family wealth was a suppression effect. These results were further discussed from Chinese cultural contexts. 相似文献
5.
Jorge E. Gonzalez Sandra Acosta Heather Davis Sharolyn Pollard-Durodola Laura Saenz Denise Soares 《Early education and development》2017,28(1):78-95
Research Findings: This study investigated the association between Mexican American maternal education and socioeconomic status (SES) and child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), and parent–child shared reading frequency. As part of a larger study, maternal reports of education level, SES, HLE, and reading beliefs along with child expressive and receptive vocabulary were collected for 252 mothers and their preschool children from 2 demographically similar school districts in 1 county. Correlations were moderate and positive, with higher levels of maternal education related to family income, HLE, book availability, and children’s expressive and receptive vocabulary. Consistent with long-standing evidence, maternal education and SES were predictors of children’s vocabulary, albeit indirectly through maternal reading beliefs, HLE, and reading frequency. Practice or Policy: Findings extend current knowledge about specific pathways through which social class variables impact children’s language. Policy implications, directions for future research, and study limitations are noted. 相似文献
6.
Children from families of low socioeconomic status (SES) tend to experience lower academic achievement than children from middle-SES families. This discrepancy can be attributed to a range of parental factors. The present study tested: (1) the extent to which academic achievement in three core subjects differs between children from low- and middle-SES backgrounds; (2) the differences in parental expectation, parental involvement, and child engagement across the two groups; and (3) the mediating role of parental expectation, parental involvement, and child engagement in explaining how SES influences children’s academic achievement. The sample consisted of 184 primary students with low SES and 165 primary students with middle SES from mainstream primary schools in Hong Kong. Results revealed significant differences in parental expectation, parental involvement, child engagement, as well as academic achievement in Chinese and English subjects between the low-SES and middle-SES groups. Our findings also suggest that parental expectation, parental involvement, and child engagement may be important mediators in the relationship between SES and academic achievement. 相似文献
7.
Parent-child physical aggression (PCPA) and adult intimate partner violence (IPV) are common forms of family violence that often co-occur. Their deleterious effects on children and adolescents have been well documented. However, important questions remain regarding whether the type of violence exposure, the experience of one or both forms, the chronicity of violent experiences, and the age, gender, and SES of the child, differentially influence developmental outcomes. Data on 2810 children from the Project on Human Development in Chicago Neighborhoods were analyzed. Children aged 3–9 at the outset were assessed three times, at 3-year intervals. Primary caregivers reported on IPV, PCPA, and children’s externalizing and internalizing symptoms. Children’s externalizing and internalizing symptoms were examined as a function of time, age, gender, socioeconomic status (SES), and the time-varying effects of cumulative IPV and PCPA exposure. Cumulative experiences of IPV and PCPA each adversely affected the developmental trajectories of both externalizing and internalizing symptoms, but in different ways; and they did so independently of participants’ age, gender, or SES, which all functioned as significant, independent predictors of child outcomes. PCPA was by far the more potent of the two forms of violence; and when both forms occurred, they worked additively to affect outcomes. Important questions remain regarding the reasons for the differential potency of these two forms of family violence on childhood symptoms, and related implications for interventions, as well as for later adult behavior. 相似文献
8.
Fengshu Liu 《Gender and education》2006,18(5):491-505
Studies on the effect of only‐child status on girls’ education indicate that the only‐child policy has had an unintended consequence of engendering a child‐centered culture with a strong belief and shared interest among the urban community in educating the only‐child regardless of the child’s sex. As the distribution of education by sex is frequently argued to be a key determinant for gender inequality, this finding seems to carry an unquestioned message that gender equality has been largely achieved for the only‐child generation. So far, however, few studies have examined parental gender‐specific expectations for their only children as an important factor in preparing boys and girls for their different school and social experiences. Based on data collected through semi‐structured interviews with 20 families in north China, this paper explores parental gender‐specific expectations of their only‐children. Parents’ SES is also considered in order to see how class may interact with gender in parents’ expectations for boys and girls as only‐children. The study reveals patterns of differences in parental expectations based on gender, and to a lesser degree, class. The author argues that it would be over‐optimistic to believe that only‐child status and the equally high academic aspirations parents hold for boys and girls have done away with all the deep‐rooted factors against gender equality in Chinese society. Drawing on Bourdieu’s social theory, the author discusses the implications of the findings and provides suggestions for policy efforts and further research. 相似文献
9.
The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate
to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic
strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their
mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions
were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction.
Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal
mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a
discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE
related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic
background and their reading experiences. Implications for researchers and educational practices about the relationships between
children’s literacy development, SES, HLE, and parental mediation are discussed. 相似文献
10.
《Parenting, science and practice》2013,13(2):127-150
Objective. This research study tested a social cognitive model in which family socioeconomic status (SES) and neighborhood quality predicted parental efficacy, which then predicted the academic and social-emotional adjustment of adolescents through 3 parental behaviors (monitoring, parental involvement, and parent-adolescent communication). Design. The study investigated parental efficacy among a stratified random sample of 929 parents and their adolescent children in the United States. Parents and adolescents provided reports through telephone interviews. Structural equation modeling tested the model fit for the overall sample and for European American (n = 387), African American (n = 259), and Latin American (n = 283) subsamples. Results. The model fit for the overall sample and for each racial or ethnic group. Paths within each model also were examined. For the overall sample, neighborhood quality predicted parental efficacy, parental efficacy predicted reported parental involvement and monitoring, both of which predicted academic and social-emotional adjustment of adolescents, and parent-adolescent communication predicted social-emotional adjustment. Some racial or ethnic differences in paths emerged. Conclusions. Overall, the study supported predictions made by social cognitive theory. Given the link between parental efficacy, parenting behaviors, and adolescent outcomes, 1 important goal of programs for parents of adolescents might be to bolster parental efficacy. 相似文献
11.
Connections between adolescents’ social information processing (SIP), moral reasoning, and emotion attributions and their reactive and proactive aggressive tendencies were assessed. One hundred mostly African American and Latino 13‐ to 18‐year‐olds from a low‐socioeconomic‐status (SES) urban community and their high school teachers participated. Reactive aggression was uniquely related to expected ease in enacting aggression, lower verbal abilities, and hostile attributional biases, and most of these connections were mediated by adolescents’ attention problems. In contrast, proactive aggression was uniquely related to higher verbal abilities and expectations of more positive emotional and material outcomes resulting from aggression. Discussion focused on the utility of assessing both moral and SIP‐related cognitions, and on the potential influence of low‐SES, high‐risk environments on these findings. 相似文献
12.
Stronger Working Memory Reduces Sexual Risk Taking in Adolescents,Even After Controlling for Parental Influences 
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下载免费PDF全文 Atika Khurana Daniel Romer Laura M. Betancourt Nancy L. Brodsky Joan M. Giannetta Hallam Hurt 《Child development》2015,86(4):1125-1141
This study examined the prospective influence of adolescent working memory (WM) on changes in impulsivity and sexual risk taking and assessed whether this relation could be explained by confounding effects of parental influences. Data from 360 community adolescents (Mage = 13.5 ± 0.95 years; 52% female; 56% non‐Hispanic White; low‐mid socioeconomic status (SES); recruited from Philadelphia area in 2004–2005) were analyzed using structural equation modeling to predict changes in impulsivity and sexual risk taking over a 2‐year follow‐up, using baseline assessments of WM, parental monitoring, parental involvement, and SES. Stronger WM predicted reduced involvement in sexual risk taking at follow‐up, effects channeled through changes in impulsivity dimensions of “acting without thinking” and “inability to delay gratification.” Parental variables had a protective influence on adolescent impulsivity and risk involvement, but the effects of WM operated independently of parental influences. 相似文献
13.
In this study we compare the distribution of parental educational styles and the scores reported both by parents and students for various family characteristics (acceptance, control, involvement, and expectations) and socio‐demographic factors (socio‐economic status, family structure, number of children, and order of birth of the children) in a group of adolescents with normal achievement (n?=?105) and in a group which present low achievement (n?=?205). Likewise, we examine which variables best predict academic achievement in the two groups and of adolescents. The results indicate differences in the distribution of parental styles in the two groups for the majority of the variables analysed. We also observed a differential pattern in the prediction of academic success. In the group of adolescents with normal academic achievement, socio‐demographic variables better predict achievement; for students with low achievement, family variables play a more important role in predicting achievement. 相似文献
14.
Min Chen‐Gaddini 《Child development》2012,83(6):1846-1852
Eighty‐five dyads of eighth‐grade adolescents (mean age = 14.15 years, SD = 0.39) and their mothers in China (30 dyads from urban one‐child families, 27 from urban multiple‐children families, and 28 from rural multiple‐children families) were interviewed individually. They described daily parent–adolescent conflicts, justified their perspectives on disputes, and evaluated conflict resolutions. The results indicated that across urban and rural areas, for both one‐child and multiple‐children families, adolescents differed significantly from their mothers in their views of parental authority and individual autonomy. The results also showed several regional differences, pointing to the importance of considering the specific context in which conflicts occur. 相似文献
15.
The study examined the prevalence, frequency, and coexistence of psychological aggression (PA), corporal punishment (CP), and severe physical abuse (SPA) in mainland China. Using a sample of 2,518 father–mother dyads of 3–15-year-old children, the findings revealed that parental harsh discipline was prevalent in mainland China. The rates of harsh discipline in the current study fell in the middle of the ranges of rates found in other studies. Harsh discipline was most likely directed at boys or children aged 7 years and committed by mothers, young fathers, or high and low socioeconomic status (SES) parents. The prevalence of maternal and paternal PA and CP declined with the children's age. Maternal and paternal SPA first increased and then decreased with child age. The frequency of the three types of maternal and paternal harsh discipline fluctuated depending on the age of the children. In addition, approximately 50% of the mothers and fathers who reported using severe forms of disciplinary practices also engaged in less severe forms of harsh disciplinary practices against their children. SPA generally coexisted with CP and PA, and CP was usually accompanied by PA; however, PA was more likely to occur independently compared with CP and SPA. Moreover, maternal harsh discipline coexisted with paternal harsh discipline to some extent. The coexistence decreased with increasing severity of parental harsh discipline and differed according to child gender. These findings highlight the importance of studying these three types of parental harsh discipline simultaneously and intervening in harsh discipline by mothers and fathers within the same family. 相似文献
16.
17.
Family Interactions and the Development of Moral Reasoning 总被引：2，自引：1，他引：1
The study examined parents' role in their children's moral reasoning development. Parents' level of moral reasoning and interaction styles used in discussion of moral issues with their child were used to predict the child's moral development over a subsequent 2-year interval. Participants were 63 family triads (mother, father, and child) with children drawn from grades 1, 4, 7, and 10. They individually responded to a moral reasoning interview and then, as a family, discussed both a hypothetical and real-life moral dilemma. Children were reinterviewed 2 years later. Results indicated that parents did accommodate to their child's level of moral reasoning when in actual dialogue. Distinct differences in interaction styles were found between the 2 contexts (hypothetical vs. real-life dilemma discussion) and between parents and children. Children's moral development was best predicted by a parental discussion style that involved Socratic questioning and supportive interactions, combined with the presentation of higher-level moral reasoning. Implications of these findings for the understanding of parents' role in children's moral development are discussed. 相似文献
18.
As the negative outcomes of harsh parenting for child development have been gradually revealed, researchers become increasingly interested in the mechanisms through which harsh parenting affects child development. This study aimed to explore the mediating role of child moral disengagement and the moderating role of negative parental attribution in the relation of harsh parenting to child aggression. A sample of 397 Chinese adolescents aged from 12 to 16 years (227 boys and 170 girls, Mage = 13.98) with their parents were recruited as participants from two public schools situated in rural areas of Shandong province in China. Data were gathered from parents reporting on their harsh parenting and negative parental attribution, adolescents reporting on their moral disengagement, and peers nominating out aggressive children. Results indicated that harsh parenting was both directly and indirectly associated with adolescent aggression via adolescent moral disengagement. Negative parental attribution was found to moderate the indirect relation of harsh parenting to adolescent aggression via moral disengagement. Specifically, harsh parenting was only significantly associated with moral disengagement for adolescents with high levels of moral disengagement was more likely to induce aggression among adolescents with high levels of negative parental attribution (bsimple = of harsh parenting to adolescent aggression, adolescent moral disengagement could mediate the association between harsh parenting and aggressive behaviors for adolescents with high levels of negative parental attribution. 相似文献
19.
《Early childhood research quarterly》1994,9(1):87-110
The study examined the interrelationships of multiple levels of the family day care system (family, child care, and children) in order to portray the ecology of family day care in a small midwestern city and surrounding rural areas. Fifty-seven children, their mothers, and caregivers (n = 30) participated. Caregiver characteristics, conditions of caregiving, and quality of care in the family day care homes were assessed. Family background information (SES, education, stress, social support, and childrearing preferences) was obtained. Children's cognitive, language, and social development were assessed using static and process measures of each domain. Results revealed that families did not choose caregivers who resembled themselves with respect to SES, childrearing preferences, and stress, nor did they select child care whose quality varied systematically with their characteristics. Family and child care characteristics appeared to have additive effects on children's development. 相似文献
20.
Susan Golombok Laura Mellish Sarah Jennings Polly Casey Fiona Tasker Michael E. Lamb 《Child development》2014,85(2):456-468
Findings are presented on a U.K. study of 41 gay father families, 40 lesbian mother families, and 49 heterosexual parent families with an adopted child aged 3–9 years. Standardized interview and observational and questionnaire measures of parental well‐being, quality of parent–child relationships, child adjustment, and child sex‐typed behavior were administered to parents, children, and teachers. The findings indicated more positive parental well‐being and parenting in gay father families compared to heterosexual parent families. Child externalizing problems were greater among children in heterosexual families. Family process variables, particularly parenting stress, rather than family type were found to be predictive of child externalizing problems. The findings contribute to theoretical understanding of the role of parental gender and parental sexual orientation in child development. 相似文献