Positive Mother-Child Interactions in Kindergarten: Predictors of School Success in High School

Autor/inn/en	Gregory, Anne; Rimm-Kaufman, Sara
Titel	Positive Mother-Child Interactions in Kindergarten: Predictors of School Success in High School
Quelle	In: School Psychology Review, 37 (2008) 4, S.499-515 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Mothers; Educational Attainment; Parent Child Relationship; Kindergarten; Grade 12; Interaction; Longitudinal Studies; Predictor Variables; High School Students; Academic Achievement; Socioeconomic Status; Ethnicity; Gender Differences; Intelligence Quotient; Grade Point Average; Parent Influence; At Risk Students; Graduation; Reading Achievement; Mathematics Achievement; Racial Differences + Suchen Sie Ihr Suchwort? Mother; Mutter; Bildungsabschluss; Bildungsgut; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School year 12; 12. Schuljahr; Schuljahr 12; Interaktion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Socio-economic status; Sozioökonomischer Status; Ethnizität; Geschlechterkonflikt; Intelligenzquotient; Abschluss; Graduierung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassenunterschied
Abstract	This longitudinal study followed 142 children to determine whether the quality of mother-child interactions, as measured in kindergarten, predicted high school academic achievement and attainment. Findings showed that, regardless of race/ethnicity, socioeconomic status, gender, and IQ, positive mother-child interactions in kindergarten were associated with an increased likelihood of high school graduation and, for some students, a higher grade-point average by 12th grade. However, mother-child interactions in kindergarten were not related to reading or math achievement test scores. The findings suggest that school psychologists should attend to children's interactions with their caregivers during their earliest years of school to forecast and deflect future problems given the long-lasting importance of early mother-child interactions for children's educational attainment and the protective function of such interactions for children facing risk. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10