Effects of Maternal Sensitivity on Low Birth Weight Children's Academic Achievement: A Test of Differential Susceptibility versus Diathesis Stress

Autor/inn/en	Jaekel, Julia; Pluess, Michael; Belsky, Jay; Wolke, Dieter
Titel	Effects of Maternal Sensitivity on Low Birth Weight Children's Academic Achievement: A Test of Differential Susceptibility versus Diathesis Stress
Quelle	In: Journal of Child Psychology and Psychiatry, 56 (2015) 6, S.693-701 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/jcpp.12331
Schlagwörter	Academic Achievement; Children; Body Weight; Child Rearing; Mothers; Personality Theories; Parent Child Relationship; Longitudinal Studies; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Schulleistung; Child; Kind; Kinder; Körpergewicht; Kindererziehung; Mother; Mutter; Personality theory; Persönlichkeitstheorie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Deutschland
Abstract	Background: Differential Susceptibility Theory (DST) postulates that some children are more affected--for better and for worse--by developmental experiences, including parenting, than others. Low birth weight (LBW, 1,500-2,499 g) may not only be a predictor for neurodevelopmental impairment but also a marker for prenatally programmed susceptibility. The aim was to test if effects of sensitive parenting on LBW and very LBW (VLBW, <1,500 g) versus normal birth weight (NBW, =2,500 g) children's academic achievement are best explained by a differential susceptibility versus diathesis-stress model of person-X-environment interaction. Methods: Nine hundred and twenty-two children ranging from 600 g to 5,140 g birth weight were studied as part of a prospective, geographically defined, longitudinal investigation of neonatal at-risk children in South Germany (Bavarian Longitudinal Study). Sensitive parenting during a structured mother-child interaction task was observed and rated at age 6 years. Academic achievement was assessed with standardized mathematic, reading, and spelling/writing tests at age 8 years. Results: Maternal sensitivity positively predicted the academic achievement of both LBW (n = 283) and VLBW (n = 202) children. Confirmatory-comparative and model-fitting analysis (testing LBW vs. NBW and VLBW vs. NBW) indicated that LBW and VLBW children were more susceptible than NBW to the adverse effects of low-sensitive, but not beneficial effects of high-sensitive parenting. Conclusions: Findings proved more consistent with the diathesis stress than differential-susceptibility model of person-X-environment interaction: LBW and VLBW children's exposure to positive parenting predicted catch-up to their NBW peers, whereas exposure to negative parenting predicted much poorer functioning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01