Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators

Autor/inn/en	Coe, Jesse L.; Davies, Patrick T.; Sturge-Apple, Melissa L.
Titel	Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators
Quelle	In: Child Development, 89 (2018) 4, S.1193-1208 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12793
Schlagwörter	Young Children; Family Relationship; Early Childhood Education; Student Adjustment; Teacher Surveys; Parent Surveys; Longitudinal Studies; School Readiness; Antisocial Behavior; Negative Attitudes; Group Unity; Family (Sociological Unit); Influences; Observation + Suchen Sie Ihr Suchwort? Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Readiness for school; School ability; Schulreife; Negative Fixierung; Gruppenidentität; Familie; Influence; Einfluss; Einflussfaktor; Beobachtung
Abstract	This study examined the mediating roles of children's callousness and negative internal representations of family relationships in associations between family instability and children's adjustment to school in early childhood. Participants in this multimethod (i.e., survey, observations), multiinformant (i.e., parent, teacher, observer), longitudinal study included 243 preschool children (M[subscript age] = 4.60 years) and their families. Findings from the lagged, autoregressive tests of the mediational paths indicated that both children's callousness and negative internal representations of family relationships mediated longitudinal associations between family instability and children's school adjustment problems over a 2-year period (i.e., the transition from preschool to first grade). Findings are discussed in relation to the attenuation hypothesis (E. J. Susman, 2006) and emotional security theory (EST; P. T. Davies, M. A. Winter, & D. Cicchetti, 2006). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01