A Mediation Analysis to Disentangle Relations between Maternal Education and Early Child Development

Autor/inn/en	Telias, Amanda; Narea, Marigen; Abufhele, Alejandra
Titel	A Mediation Analysis to Disentangle Relations between Maternal Education and Early Child Development
Quelle	In: International Journal of Behavioral Development, 46 (2022) 6, S.568-575 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Telias, Amanda) ORCID (Narea, Marigen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/01650254221108143
Schlagwörter	Foreign Countries; Young Children; Mothers; Parent Education; Outcomes of Education; Child Development; Cognitive Ability; Thinking Skills; Language Skills; Stress Variables; Depression (Psychology); Language Acquisition; Family Environment; Infants; Toddlers; Child Rearing; Observation; Chile; Bayley Scales of Infant and Toddler Development; Parenting Stress Index; Home Observation for Measurement of Environment + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Mother; Mutter; Parents education; Elternbildung; Elternschule; Lernleistung; Schulerfolg; Kindesentwicklung; Denkfähigkeit; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Familienmilieu; Infant; Toddler; Toddlers; Kleinkind; Infants; Kindererziehung; Beobachtung
Abstract	Maternal education is associated with early child outcomes. However, the several mechanisms that may explain this relationship remain underexplored. Using data from 1,097 children aged 12-15 months in Chile, we estimate the maternal education gap across child cognitive and language outcomes. Following a bioecological perspective, we explore potential pathways by which maternal education might influence child development, such as child characteristics, the quantity and quality of mother-child interactions, and the availability of home stimulation. We found an average maternal education gap between children with mothers with the lowest and the highest educational levels of 0.36, 0.31, and 0.25 standard deviation in child cognition, expressive language, and receptive language, respectively. The mediational analysis showed that maternal stress and depression and the quality of the home environment mediated the relation between maternal education and child language and cognitive development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01