Maternal and Child Predictors of Low-Income Children's Educational Attainment

Autor/inn/en	Tenenbaum, Harriet R.; Porche, Michelle V.; Snow, Catherine E.; Tabors, Patton; Ross, Stephanie
Titel	Maternal and Child Predictors of Low-Income Children's Educational Attainment
Quelle	In: Journal of Applied Developmental Psychology, 28 (2007) 3, S.227-238 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2007.02.002
Schlagwörter	Early Adolescents; Grade 7; High Schools; Predictor Variables; Mothers; Educational Attainment; Longitudinal Studies; Parent Child Relationship; Decision Making; Dropouts; College Attendance; Graduation; Friendship; Vocabulary; Learning Motivation; Low Income Groups + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; High school; Oberschule; Prädiktor; Mother; Mutter; Bildungsabschluss; Bildungsgut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Decision-making; Entscheidungsfindung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Abschluss; Graduierung; Freundschaft; Wortschatz; Motivation for studies; Lernmotivation
Abstract	Much research has investigated maternal and child predictors of educational attainment. This longitudinal study builds on past research by examining how everyday mother-child conversations about decision-making in early adolescence predict adolescents' decisions to drop out of high school, terminate their education with a high school degree, or complete high school and enroll in tertiary education. Forty-four mothers' use of emotionally enabling speech and willingness to allow their 7th grade children (25 girls; 19 boys) to select their friends predicted children's later decisions about educational attainment in high school. In contrast, children's reported intrinsic motivation, receptive vocabulary scores, and mothers' education did not predict children's educational attainment. These findings underscore the importance of going beyond status variables such as maternal education, to incorporate measures of parent-child interaction in predicting adolescents' educational trajectories. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10