Relations between early majority language and socioemotional development in children with different language backgrounds

被引：0

作者：

Huang, Wei ^{[1
,2
,4
]}

Weinert, Sabine ^{[1
]}

Volodina, Anna ^{[3
]}

机构：

[1] Univ Bamberg, Dept Dev Psychol, Bamberg, Germany

[2] Leibniz Inst Educ Trajectories, Bamberg, Germany

[3] Humboldt Univ, Inst Educ Qual Improvement, Berlin, Germany

[4] Univ Bamberg, Markuspl 3, D-96047 Bamberg, Germany

来源：

CHILD DEVELOPMENT | 2024年 / 95卷 / 03期

关键词：

PROSOCIAL BEHAVIOR; SCHOOL READINESS; EARLY-CHILDHOOD; DIFFICULTIES QUESTIONNAIRE; EXPRESSIVE LANGUAGE; SOCIAL COMPETENCE; MISSING-DATA; FIT INDEXES; SKILLS; ASSOCIATIONS;

D O I：

10.1111/cdev.14040

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium Cohort Study (2001-2006) were included in two-time-point cross-lagged analyses. Models controlling for important covariates found a bidirectional association for monolinguals (beta s = .05, -.07, -.04), a unidirectional effect of majority language on socioemotional difficulties for dual language learners (DLLs) speaking English and minority language(s) at home (beta = .14), and a unidirectional effect of socioemotional strength on majority language for DLLs speaking only minority language(s) at home (beta = -.17).

引用

页码：895 / 912

页数：18

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