Early Parenting Beliefs and Academic Achievement: The Mediating Role of Language

Autor/inn/en	Im-Bolter, Nancie; Zadeh, Zohreh Yaghoub; Ling, Daphne
Titel	Early Parenting Beliefs and Academic Achievement: The Mediating Role of Language
Quelle	In: Early Child Development and Care, 183 (2013) 12, S.1811-1826 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.755964
Schlagwörter	Parenting Styles; Parent Attitudes; Correlation; Academic Achievement; Structural Equation Models; Longitudinal Studies; Language Acquisition; Infants; Toddlers; Grade 1; Elementary School Students; Kindergarten; Risk; Measures (Individuals); Mothers; Fathers; Educational Background; Factor Analysis; Preschool Language Scale; Reynell Developmental Language Scales; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Elternverhalten; Korrelation; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachaneignung; Spracherwerb; Infant; Toddler; Toddlers; Kleinkind; Infants; School year 01; 1. Schuljahr; Schuljahr 01; Risiko; Messdaten; Mother; Mutter; Vorbildung; Faktorenanalyse
Abstract	Studies have demonstrated the association between parenting style and children's academic achievement, but the specific mechanisms underlying this relationship remain unclear. The development of skills that lay the foundation for academic success might be found in early parent-child interactions that foster language competence. Early negative parenting beliefs, characterised by a lack of reciprocal parent-child interactions may put a child's developing language at risk, which then compromises a child's subsequent academic success. The present study investigated this idea by using longitudinal data and structural equation modelling on a sample of 1364 children at 1 month and 36 months and in kindergarten and grade 1 (National Institute of Child Health and Human Development study of Early Child Care and Youth Development). Authoritarian beliefs were measured at 1 month and in grade 1. Language competence was measured at 36 months and in kindergarten, and academic achievement in kindergarten and grade 1. We found that children's language functioning at 36 months fully mediates the association between early negative parenting beliefs and children's subsequent academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10