A Developmental Process Analysis of Cross-Generational Continuity in Educational Attainment

Autor/inn/en	Pettit, Gregory S.; Yu, Tianyi; Dodge, Kenneth A.; Bates, John E.
Titel	A Developmental Process Analysis of Cross-Generational Continuity in Educational Attainment
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 55 (2009) 3, S.250-284 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Behavior Problems; Family Characteristics; Educational Attainment; Child Rearing; Early Adolescents; Student Adjustment; Peer Acceptance; Longitudinal Studies; Young Children; Middle Schools; Academic Achievement; Elementary School Students; One Parent Family; Intelligence Quotient; Correlation + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Kindererziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühe Kindheit; Middle school; Mittelschule; Mittelstufenschule; Schulleistung; Single parent family; Ein-Eltern-Familie; Intelligenzquotient; Korrelation
Abstract	In this prospective longitudinal study (N = 585) we examined intergenerational links in level of educational attainment. Of particular interest was whether family background characteristics, parenting in early childhood and early adolescence, and school adjustment and performance in middle childhood accounted for (i.e., mediated) continuity and amplified or attenuated (i.e., moderated) continuity. Family background data, including mother education level, were collected when the children were age 5 years; parenting was assessed at ages 5 and 12; and school adjustment data (behavior problems, peer acceptance, academic performance) were collected in the first four years of elementary school. Crossgenerational continuity in educational attainment was moderate (r = .38) and largely indirect via children's academic performance in elementary school and mothers' academic involvement in early adolescence. Moderator analyses indicated greater cross-generational continuity in single-parent families; in families low in proactive teaching, monitoring, and academic involvement; and in families with lower-IQ children who performed poorly in school and were disliked by peers. These findings suggest that distal and proximal family and child characteristics may serve as crucial processes in the intergenerational transmission of low educational attainment. (Contains 1 figure and 4 tables.) (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10