Associations between Early Family Risk, Children's Behavioral Regulation, and Academic Achievement in Portugal

Autor/inn/en	Cadima, Joana; Gamelas, Ana M.; McClelland, Megan; Peixoto, Carla
Titel	Associations between Early Family Risk, Children's Behavioral Regulation, and Academic Achievement in Portugal
Quelle	In: Early Education and Development, 26 (2015) 5-6, S.708-728 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1005729
Schlagwörter	Foreign Countries; At Risk Students; Preschool Children; Family Income; Low Income; Socioeconomic Influences; Self Control; Emergent Literacy; Numeracy; Mothers; Educational Attainment; Socioeconomic Status; Academic Achievement; Measures (Individuals); Task Analysis; Mathematics Achievement; Demography; Family Environment; Alphabets; Mathematics Skills; Verbal Ability; Intelligence Quotient; Structural Equation Models; Statistical Analysis; Portugal; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familieneinkommen; Niedriglohn; Sozioökonomischer Faktor; Selbstbeherrschung; Frühleseunterricht; Rechenkompetenz; Mother; Mutter; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status; Schulleistung; Messdaten; Aufgabenanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Demografie; Familienmilieu; Buchstabenschrift; Mathematics ability; Mündliche Leistung; Intelligenzquotient; Statistische Analyse
Abstract	Research Findings: This study examined concurrent associations between family sociodemographic risk, self-regulation, and early literacy and mathematics in young children from Azores, Portugal (N = 186). Family sociodemographic risk was indexed by low maternal education, low family income, and low occupational status. Behavioral aspects of self-regulation were assessed using a direct measure called the Head-Toes-Knees-Shoulders task. Results of structural equation modeling revealed that family sociodemographic risk had significant negative effects on behavioral regulation and academic achievement. Behavioral regulation was positively associated with academic achievement when we adjusted for the influence of family sociodemographic risk and child verbal IQ. Furthermore, behavioral regulation mediated the association between family sociodemographic risk and mathematics achievement. Practice or Policy: The results suggest the detrimental effect of family socioeconomic risk in Portugal and the potential importance of behavioral regulation for school success for Portuguese children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01