Maternal Education Preferences Moderate the Effects of Mandatory Employment and Education Programs on Child Positive and Problem Behaviors

Autor/inn/en	Gassman-Pines, Anna; Godfrey, Erin B.; Yoshikawa, Hirokazu
Titel	Maternal Education Preferences Moderate the Effects of Mandatory Employment and Education Programs on Child Positive and Problem Behaviors
Quelle	In: Child Development, 84 (2013) 1, S.198-208 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01832.x
Schlagwörter	Mothers; Preferences; Low Income Groups; Welfare Services; Child Behavior; Behavior Problems; Personality Theories; Children; Employment Programs; Adult Education; Adult Programs; Welfare Recipients; Longitudinal Studies; Program Effectiveness; Employment Level; California; Georgia; Michigan; Social Skills Rating System + Suchen Sie Ihr Suchwort? Mother; Mutter; Fürsorgeeinrichtung; Personality theory; Persönlichkeitstheorie; Child; Kind; Kinder; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Sozialhilfeempfänger; Sozialhilfeempfängerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beschäftigungsgrad; Kalifornien
Abstract	Grounded in person-environment fit theory, this study examined whether low-income mothers' preferences for education moderated the effects of employment- and education-focused welfare programs on children’s positive and problem behaviors. The sample included 1,365 families with children between ages 3 and 5 years at study entry. Results 5 years after random assignment, when children were ages 8-10 years, indicated that mothers' education preferences did moderate program impacts on teacher-reported child behavior problems and positive behavior. Children whose mothers were assigned to the education program were rated by teachers to have less externalizing behavior and more positive behavior than children whose mothers were assigned to the employment program but only when mothers had strong preferences for education. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10