Parental Socioeconomic Status, Communication, and Children's Vocabulary Development: A Third-Generation Test of the Family Investment Model

Autor/inn/en	Sohr-Preston, Sara L.; Scaramella, Laura V.; Martin, Monica J.; Neppl, Tricia K.; Ontai, Lenna; Conger, Rand
Titel	Parental Socioeconomic Status, Communication, and Children's Vocabulary Development: A Third-Generation Test of the Family Investment Model
Quelle	In: Child Development, 84 (2013) 3, S.1046-1062 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12023
Schlagwörter	Parents; Socioeconomic Status; Parent Child Relationship; Investment; Child Development; Communication (Thought Transfer); Educational Attainment; Child Rearing; Vocabulary Development; Young Children; Adolescents; Young Adults; Parent Background; Family Income; Longitudinal Studies; Interviews; Structural Equation Models; Iowa; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Eltern; Socio-economic status; Sozioökonomischer Status; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Investments; Geldanlage; Investiton; Kindesentwicklung; Communication; thought; Kommunikation; Gedanke; Bildungsabschluss; Bildungsgut; Kindererziehung; Wortschatzarbeit; Frühe Kindheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Elternhaus; Familieneinkommen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik
Abstract	This third-generation, longitudinal study evaluated a family investment perspective on family socioeconomic status (SES), parental investments in children, and child development. The theoretical framework was tested for first-generation parents (G1), their children (G2), and the children of the second generation (G3). G1 SES was expected to predict clear and responsive parental communication. Parental investments were expected to predict educational attainment and parenting for G2 and vocabulary development for G3. For the 139 families in the study, data were collected when G2 were adolescents and early adults and their oldest biological child (G3) was 3-4 years of age. The results demonstrate the importance of SES and parental investments for the development of children and adolescents across multiple generations. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10