Measurement and Model Building in Studying the Influence of Socioeconomic Status on Child Development

Background A large body of research has established an association between parental support for children’s physical activity (PA) and children’s PA. However, there has been little attention to the relative influences of parent and child perceptions of that parental support. Purpose To examine agreement among parent and child perceptions of parent support for PA and whether these perceptions are associated with objectively-measured moderate-to-vigorous physical activity (MVPA) among those children. Methods Cross-sectional associations between PA of children measured via accelerometers and child-reported and mother-reported perceptions of parental support for children’s PA were assessed via mixed-model regression analyses in a cohort of 693 5th graders. Results Children’s perceptions of parental support for PA were consistent with those of their mothers. Nonetheless, in models that included both children’s and mothers’ perceptions of parental support for PA, mothers’ perceptions, but not children’s perceptions, were significantly associated with children’s PA. Associations were consistent for Total MVPA, After School MVPA, and Evening MVPA, with stronger associations among males than among females. Conclusion Maternal support may influence children’s PA. Studies which consider only children’s accounts of parental support may overlook important mechanisms.

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“…H. Bornstein & Bradley, 2014; M. H. Bornstein, Hahn, Suwalsky, & Haynes, 2003; Hoff, Laursen, & Bridges, 2012). …”

Section: Methodsmentioning

confidence: 99%

Associations Between Maternal Support and Physical Activity Among 5th Grade Students

Forthofer

Dowda

McIver

et al. 2015

Matern Child Health J

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“…Different studies use different indices of SES (Brooks-Gunn et al, 2007; Hoff et al, in press), but the effect of SES is sufficiently robust that it appears across different measurement approaches. The relation of SES to early language also appears within and across different ethnic groups, suggesting that although SES and minority group status are frequently confounded, the effects of SES are not merely ethnic differences, relabeled (Hoff, 2006).…”

Section: Early Language and Academic Achievement In Children From Lowmentioning

confidence: 99%

Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps.

Hoff

2013

Developmental Psychology

Self Cite

778

536

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On average, children from low SES homes and children from homes in which a language other than English is spoken have different language development trajectories than children from middle class, monolingual English-speaking homes. Children from low SES and language minority homes have unique linguistic strengths, but many reach school age with lower levels of English language skill than middle class, monolingual children. Because early differences in English oral language skill have consequences for academic achievement, low levels of English language skill constitute a deficit for children about to enter school in the U.S. Declaring all developmental trajectories to be equally valid would not change the robust relation between English oral language skills and academic achievement and would not help children with poor English skills to be successful in school. Remedies aimed at supporting the development of the English skills required for academic success need not and should not entail devaluing or diminishing children’s other language skills.

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“…Life stress and unsafe living environments associated with low SES might result in more negative, punitive, and authoritarian parenting, which in turn leads to adverse language and literacy outcomes (Hoff et al 2002b). Although there is well-documented evidence of the relation between SES and parenting style and between parenting style and child language and cognitive outcomes, only a few studies examined these three constructs simultaneously.…”

Section: Parent-child Interactionmentioning

confidence: 99%

“…Because SES and verbal ability are multidimensional constructs (LARRC 2015), and because many factors that influence language development covary with SES, the causal relations between SES and verbal ability may be difficult to uncover (Hoff et al 2002b). Not surprisingly, recent research suggests that socioeconomic circumstances may have a more nuanced effect on verbal ability than previously thought (Mol & Neuman 2014, Noble et al 2015 and that there is wide variability even within socioeconomic strata (Hoff 2013, Hirsh-Pasek et al 2015a.…”

Section: Introductionmentioning

confidence: 99%

Identifying Pathways Between Socioeconomic Status and Language Development

Pace

Luo

Hirsh‐Pasek

et al. 2017

Annu. Rev. Linguist.

310

169

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Children from low-income backgrounds consistently perform below their more advantaged peers on standardized measures of language ability, setting long-term trajectories that translate into gaps in academic achievement. Our primary goals in this review are to describe how and why this is so, in order to focus attention on ways to enrich early language experiences across socioeconomic strata. We first review the literature on the relation between socioeconomic status (SES) and language ability across domains in early childhood. We then identify three potential pathways by which SES might influence language development-child characteristics, parent-child interaction, and availability of learning resources-recognizing the complicated interaction between the child's own language learning skill and his/her environmental support. Finally, we review interventions that target these three pathways with an eye toward best practice. Future research should focus on the diversity of contexts in which children acquire language and adopt methods of language measurement that are sensitive to cultural variation.

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Measurement and Model Building in Studying the Influence of Socioeconomic Status on Child Development

Cited by 45 publications

References 38 publications

Associations Between Maternal Support and Physical Activity Among 5th Grade Students

Associations Between Maternal Support and Physical Activity Among 5th Grade Students

Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps.

Identifying Pathways Between Socioeconomic Status and Language Development

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