Paths of Effects from Preschool to Adult Well-Being: A Confirmatory Analysis of the Child-Parent Center Program

Autor/inn/en	Reynolds, Arthur J.; Ou, Suh-Ruu
Titel	Paths of Effects from Preschool to Adult Well-Being: A Confirmatory Analysis of the Child-Parent Center Program
Quelle	In: Child Development, 82 (2011) 2, S.555-582 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01562.x
Schlagwörter	Quasiexperimental Design; Intervention; Reputation; Family Programs; Social Adjustment; School Support; Depression (Psychology); Parent Child Relationship; Preschool Education; Thinking Skills; Adults; Longitudinal Studies; Low Income Groups; Causal Models; Well Being; Crime; Educational Attainment + Suchen Sie Ihr Suchwort? Family program; Familienprogramm; Soziale Anpassung; Schulförderverein; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school education; Vorschulerziehung; Denkfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kausalanalyse; Well-being; Wellness; Wohlbefinden; Crimes; Delict; Delicts; Delikt; Bildungsabschluss; Bildungsgut
Abstract	The current study investigated the contribution of 5 hypotheses to the estimated effects of preschool in the Child-Parent Centers on occupational prestige, felony arrest, and depressive symptoms in adulthood in the Chicago Longitudinal Study. An alternative-intervention, quasi-experimental design included over 1,400 low-income participants (93% of whom were Black) who attended preschool for 1-2 years or the usual early educational intervention and were traced to age 24. LISREL analysis of 5 hypotheses (cognitive advantage, family support, school support, motivational advantage, and social adjustment) indicated that while each individually accounted for part of the estimated direct effect of preschool on adult well-being, the best fitting model across outcomes included indicators of all 5 hypotheses. The full model completely accounted for the direct effect of preschool on occupational prestige and official felony arrest, and 79% on depression symptoms. Key mediators included cognitive skills at school entry, school quality in the elementary grades, juvenile arrest, and school completion. The identified processes may help establish, strengthen, and sustain effects in other programs and settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10