The effect of family processes on school achievement as moderated by socioeconomic context

Abstract

This longitudinal study examined a model of early school achievement in reading and math, as it varies by socioeconomic context, using data from the NICHD Study of Early Child Care and Youth Development. A conceptual model was tested that included features of family stress, early parenting, and school readiness, through both a single-group analysis and also a multiple-group analysis. Latent profile analysis was used to identify subgroups of more advantaged and less advantaged families. Family stress and parenting were shown to operate differently depending on the socioeconomic context, whereas child-based school readiness characteristics were shown to operate similarly across socieodemographic contexts. Implications for intervention are discussed.

Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade

“…The lack of a matching consistent pattern in the maternal sensitivity results across predictors answers our research question concerning the direct/mediated influence of early caregiving features. These results may be explained by sociodemographic considerations in the SECCYD, as reported by Oxford and Lee (2011), indicating that maternal sensitivity seems to play a more significant protective role for children at socioeconomic disadvantage, hence when considering the broader SECCYD sample, any such effects may dissipate (see also Raver, 2004). …”

Which Criminogenic Need Changes Are Most Important in Promoting Desistance From Crime and Substance Use?

“…Time spent with deviant peers increases offending behaviors by providing the techniques, motives, and reinforcement for committing crime (Sutherland, 1947). Studies continue to find that a close relation with deviant peers and isolation from prosocial peers affect drug use and criminal involvement (Haynie, 2003; Oxford & Lee, 2011; Simons & Robertson, 1989). Studies on social networks have found that peer affiliations and friendship networks can change over time (Giordano, Cernkovich, & Holland, 2003; Hawkins & Fraser, 1987; Warr, 1998; Wright & Cullen, 2004).…”

Inteligência e rendimento escolar: Implicações para a sala de aula || Intelligence and school performance in childhood: Implications for the classroom

“…Martínez-Pons (1996) define o envolvimento da família no processo de autorregulação através de quatro condutas: modelado (quando o comportamento dos pais oferece exemplos de autorregulação), estimulação e apoio motivacional (quando os pais favorecem a persistência dos filhos perante condições adversas), facilitação ou ajuda (quando os pais facilitam a aprendizagem facultando recursos e meios) e recompensa (quando os pais reforçam os comportamentos). Neste quadro desenvolvimental da criança ganham importância as habilitações escolares parentais, uma vez que diferenciam as estratégias educativas e a forma de interação pais-filhos (Alves et al, 2014;Oxford & Lee, 2011). Pais com elevadas habilitações escolares, comparativamente a pais com habilitações mais baixas, aparecem associados a expetativas mais positivas, a um ambiente e experiências mais estimulantes, e a um maior compromisso e preocupação com a vida escolar dos filhos, o que se repercute no desenvolvimento cognitivo e autonomia e, consequentemente, na aprendizagem da criança (Bradley & Corwyn, 2002;Bradley, Corwyn, Burchinal, McAdoo, & Coll, 2001;Cianci, Orsini, Hulbert, & Pezzuti, 2013;Davis-Kean, 2005;Dumka, Gonzales, Wheeler, & Millsap, 2010;Rindermann, Michou, & Thompson, 2011).…”