Parental Socioeconomic Status, Communication, and Children's Vocabulary Development: A Third-Generation Test of the Family Investment Model

被引：80

作者：

Sohr-Preston, Sara L. ^{[1
]}

Scaramella, Laura V. ^{[2
]}

Martin, Monica J. ^{[3
]}

Neppl, Tricia K. ^{[4
]}

Ontai, Lenna ^{[3
]}

Conger, Rand ^{[3
]}

机构：

[1] SE Louisiana Univ, Hammond, LA 70402 USA

[2] Univ New Orleans, New Orleans, LA 70148 USA

[3] Univ Calif Davis, Davis, CA 95616 USA

[4] Iowa State Univ, Ames, IA 50011 USA

来源：

CHILD DEVELOPMENT | 2013年 / 84卷 / 03期

关键词：

INTERGENERATIONAL TRANSMISSION; ACADEMIC-PERFORMANCE; SCHOOL READINESS; HEALTH RESEARCH; GENERATIONS; BEHAVIOR; DISADVANTAGE; PRESCHOOL; CONSEQUENCES; ASSOCIATION;

D O I：

10.1111/cdev.12023

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This third-generation, longitudinal study evaluated a family investment perspective on family socioeconomic status (SES), parental investments in children, and child development. The theoretical framework was tested for first-generation parents (G1), their children (G2), and the children of the second generation (G3). G1 SES was expected to predict clear and responsive parental communication. Parental investments were expected to predict educational attainment and parenting for G2 and vocabulary development for G3. For the 139 families in the study, data were collected when G2 were adolescents and early adults and their oldest biological child (G3) was 34years of age. The results demonstrate the importance of SES and parental investments for the development of children and adolescents across multiple generations.

引用

页码：1046 / 1062

页数：17

共 27 条

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