Socioeconomic Status, Parental Investments, and the Cognitive and Behavioral Outcomes of Low-Income Children from Immigrant and Native Households

Autor/inn/en	Mistry, R.S.; Biesanz, J.C.; Chien, N.; Howes, C.; Benner, A.D.
Titel	Socioeconomic Status, Parental Investments, and the Cognitive and Behavioral Outcomes of Low-Income Children from Immigrant and Native Households
Quelle	In: Early Childhood Research Quarterly, 23 (2008) 2, S.193-212 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2008.01.002
Schlagwörter	Socioeconomic Status; Low Income; Aggression; Family (Sociological Unit); Preschool Children; Parent Child Relationship; Family Environment; Immigrants; Low Income Groups; Cognitive Ability; Mothers; Educational Attainment; Stimulation; Language Skills; Literacy; Skill Development; Parenting Styles; Stress Variables + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Niedriglohn; Familie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Immigrant; Immigrantin; Immigranten; Denkfähigkeit; Mother; Mutter; Bildungsabschluss; Bildungsgut; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The current study examines the effects of socioeconomic status (SES) on preschool children's cognitive and behavioral outcomes and if these relations are mediated by the quality of children's home environment and moderated by family nativity status. Data come from 1459 low-income families (n=257 and 1202 immigrant and native families, respectively). Results indicated that among both immigrant and native households, maternal education, as compared to household income or welfare receipt, was the strongest predictor of a composite of SES. Path analyses estimated direct and indirect effects of SES and revealed greater similarity than difference in the processes by which SES influences immigrant and native children's preschool outcomes. Language/literacy stimulation and maternal supportiveness mediated the relations of SES to children's cognitive outcomes among both immigrant and native families. In contrast, parenting stress mediated the effects of SES on children's aggressive behavior among native, but not immigrant, households. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10