Literaturnachweis - Detailanzeige
Autor/inn/en | Anderson, Sara; Leventhal, Tama; Dupéré, Véronique |
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Titel | Exposure to Neighborhood Affluence and Poverty in Childhood and Adolescence and Academic Achievement and Behavior |
Quelle | In: Applied Developmental Science, 18 (2014) 3, S.123-138 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-8691 |
DOI | 10.1080/10888691.2014.924355 |
Schlagwörter | Neighborhoods; Advantaged; Reading Achievement; Academic Achievement; Poverty; Correlation; Child Development; Adolescent Development; Longitudinal Studies; Behavior Patterns; Mathematics Achievement; Models; Prediction; Comparative Analysis; Statistical Analysis; Socioeconomic Background; Family Characteristics; Parent Background; Arkansas; California; Massachusetts; North Carolina; Pennsylvania; Virginia; Washington; Wisconsin; Peabody Picture Vocabulary Test; Center for Epidemiologic Studies Depression Scale; Child Behavior Checklist; Woodcock Johnson Psycho Educational Battery Neighbourhoods; Nachbarschaft; Leseleistung; Schulleistung; Armut; Korrelation; Kindesentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analogiemodell; Vorhersage; Statistische Analyse; Sozioökonomische Lage; Elternhaus; Kalifornien; Master-Studiengang |
Abstract | Evidence points to associations between the socioeconomic composition of neighborhoods and children's and adolescents' development. A minimal amount of research, however, examines how timing of exposure to neighborhood socioeconomic conditions matters. This study used longitudinal data from the NICHD Study of Early Child Care and Youth Development (N = 1,364) to explore if timing of exposure (early childhood, adolescence, and cumulative) to neighborhood affluence and poverty had differential associations with children's achievement and behavior problems concurrently and in adolescence. Results indicate that children in neighborhoods with more affluent residents during early childhood had higher achievement and fewer internalizing behaviors contemporaneously and that these associations endured until adolescence for reading achievement. Long-term exposure to affluent neighborhoods was associated with children's math and reading achievement in adolescence. Findings are discussed in terms of research and policy implications. (As Provided). |
Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |