Direct and Indirect Effects of Parenting on the Academic Functioning of Young Homeless Children

Autor/inn/en	Herbers, Janette E.; Cutuli, J. J.; Lafavor, Theresa L.; Vrieze, Danielle; Leibel, Cari; Obradovic, Jelena; Masten, Ann S.
Titel	Direct and Indirect Effects of Parenting on the Academic Functioning of Young Homeless Children
Quelle	In: Early Education and Development, 22 (2011) 1, S.77-104 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Homeless People; Child Rearing; Parent Child Relationship; Parenting Skills; Children; Cognitive Processes; Context Effect; Kindergarten; Grade 1; Parent Role; Academic Achievement; Disadvantaged Youth; Intelligence + Suchen Sie Ihr Suchwort? Homeless person; Homeless persons; Obdachloser; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; School year 01; 1. Schuljahr; Schuljahr 01; Parental role; Elternrolle; Schulleistung; Benachteiligter Jugendlicher; Intelligenz; Klugheit
Abstract	Research Findings: Effects of parenting quality on the academic functioning of young homeless children were examined using data from 58 children ages 4 to 7 and their parents during their stay at an emergency homeless shelter. Parenting quality, child executive function, child intellectual functioning, and risk status were assessed in the shelter, and teacher reports of academic functioning were obtained when the children began kindergarten or 1st grade. As hypothesized, parenting quality was associated with children's academic success, and this effect was mediated by executive function skills in the child. Parenting quality also had a moderating effect on risk, consistent with a protective role of high-quality parenting among children with higher risk levels. Concomitantly, children with higher risk and lower parenting quality appeared to be more vulnerable to academic problems. Practice or Policy: In homeless families, parenting may play an especially important role in academic success through multiple pathways, including the development of executive function skills in their children. Policies and practices to support parents and foster the executive function skills of young children in homeless families may be important strategies to promote child academic success. Implications for intervention efforts with homeless parents and children are discussed. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10