Risk Factors for Learning-Related Behavior Problems at 24 Months of Age: Population-Based Estimates

Autor/inn/en	Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steven
Titel	Risk Factors for Learning-Related Behavior Problems at 24 Months of Age: Population-Based Estimates
Quelle	In: Journal of Abnormal Child Psychology, 37 (2009) 3, S.401-413 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-008-9279-8
Schlagwörter	Behavior Problems; Family (Sociological Unit); American Indians; Academic Achievement; Child Rearing; Risk; Learning; Gender Differences; Socioeconomic Status; Asians; African Americans; Intervention; Mothers; Child Psychology + Suchen Sie Ihr Suchwort? Familie; American Indian; Indianer; Schulleistung; Kindererziehung; Risiko; Lernen; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Asian; Asiat; Asiatin; Asiaten; Asiate; Afroamerikaner; Mother; Mutter; Kinderpsychologie
Abstract	We used a large sample of singleton children to estimate the effects of socioeconomic status (SES), race/ethnicity, gender, additional socio-demographics, gestational and birth factors, and parenting on children's risk for learning-related behavior problems at 24 months of age. We investigated to what extent these factors increased a child's risk of displaying inattention, a lack of task persistence, disinterest, non-cooperation, or frustration as he or she completed a series of cognitive and physical tasks with a non-caregiver. Results indicated that boys are about twice as likely as girls to display learning-related behavior problems. Children from lower SES households are about twice as likely as those from high SES households to display such behavior problems, which is largely attributable to the effects of having a mother with a low educational level. Statistically controlling for these factors, we found consistently significant patterns of elevated learning-related behavior problems for some Asian and Native American children. Results for African-American children were mixed. Hispanic children did not have consistently elevated risks of problem behaviors. Only small portions of these effects are explained by variation in the children's gestational or birth characteristics. A significant portion, but still less than half of the socio-demographic effects are attributable to measured features of the children's parenting. This study helps provide population-based estimates of children's risk for learning-related behavior problems while at an age when early interventions are most effective. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10