Increases in Maternal Education and Low-Income Children's Cognitive and Behavioral Outcomes

Autor/in	Harding, Jessica F.
Titel	Increases in Maternal Education and Low-Income Children's Cognitive and Behavioral Outcomes
Quelle	In: Developmental Psychology, 51 (2015) 5, S.583-599 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0038920
Schlagwörter	Mothers; Educational Attainment; Low Income Groups; Cognitive Development; Behavior Development; Child Development; Young Children; Preschool Children; Cognitive Ability; Behavior Problems; Kindergarten; Grade 1; Elementary School Students; Regression (Statistics); Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mother; Mutter; Bildungsabschluss; Bildungsgut; Kognitive Entwicklung; Kindesentwicklung; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Regression; Regressionsanalyse
Abstract	Although the strong link between maternal education and children's outcomes is one of the most well-established findings in developmental psychology (Reardon, 2011; Sirin, 2005), less is known about how young, low-income children are influenced by their mothers completing additional education. In this research, longitudinal data from the Head Start Impact Study were used to explore the associations between increases in maternal education and Head Start eligible children's cognitive skills and behavioral problems in 1st grade. Propensity score weighting was used to identify a balanced comparison group of 1,362 children whose mothers did not increase their education between baseline (when children were aged 3 or 4) and children's kindergarten year, who are similar on numerous covariates to the 262 children whose mothers did increase their education. Propensity-score weighted regression analyses indicated that increases in maternal education were positively associated with children's standardized cognitive scores, but also with higher teacher-reported externalizing behavioral problems in 1st grade. The increases in externalizing behavioral problems were larger for children whose mothers had less than a college degree at baseline. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01