Relations between Early Family Risk, Children's Behavioral Regulation, and Academic Achievement

Autor/inn/en	Sektnan, Michaella; McClelland, Megan M.; Acock, Alan; Morrison, Frederick J.
Titel	Relations between Early Family Risk, Children's Behavioral Regulation, and Academic Achievement
Quelle	In: Early Childhood Research Quarterly, 25 (2010) 4, S.464-479 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2010.02.005
Schlagwörter	Family Income; Structural Equation Models; Academic Achievement; Elementary School Students; Depression (Psychology); At Risk Persons; Child Behavior; Correlation; Age Differences; Family Influence; Minority Groups; Mothers; Educational Attainment; Reading Achievement; Mathematics Achievement; Vocabulary Development + Suchen Sie Ihr Suchwort? Familieneinkommen; Schulleistung; Risikogruppe; Korrelation; Age; Difference; Age difference; Altersunterschied; Ethnische Minderheit; Mother; Mutter; Bildungsabschluss; Bildungsgut; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Wortschatzarbeit
Abstract	This study examined relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status, low maternal education, low average family income from 1 to 54 months, and high maternal depressive symptoms from 1 to 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10