Early Family Environments May Moderate Prediction of Low Educational Attainment in Adulthood: The Cases of Childhood Hyperactivity and Authoritarian Parenting

Autor/in	Flouri, Eirini
Titel	Early Family Environments May Moderate Prediction of Low Educational Attainment in Adulthood: The Cases of Childhood Hyperactivity and Authoritarian Parenting
Quelle	In: Educational Psychology, 27 (2007) 6, S.737-751 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Social Class; Educational Attainment; Hyperactivity; Child Rearing; Risk; Depression (Psychology); Family Environment; Foreign Countries; Longitudinal Studies; High Risk Students; Attention Deficit Disorders; Parent Influence; Mothers; Parenting Styles; Parent Attitudes; Correlation; Socioeconomic Influences; United Kingdom + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Bildungsabschluss; Bildungsgut; Hyperaktivität; Kindererziehung; Risiko; Familienmilieu; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Problemschüler; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Mother; Mutter; Elternverhalten; Korrelation; Sozioökonomischer Faktor; Großbritannien
Abstract	Using longitudinal data from the 1970 British Cohort Study, this study explored conditions under which the effects of risk factors for low educational attainment might be moderated. Two different risk factors, hyperactivity and maternal authoritarian parenting attitudes, were studied. The results showed that on the whole these two risk factors were negatively related to educational attainment at age 26. However, mother's authoritarian parenting was not related to educational attainment in children raised in low-resource (e.g., low social class) environments. Analogously, hyperactivity was less strongly associated with low educational attainment in children raised in low-stimulation (e.g., maternal depression and low maternal educational attainment) environments. The implications of these findings for intervention programs are discussed. (Contains 2 tables, 3 figures, and 1 endnote.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10