Parenting practices and intergenerational associations in cognitive ability

被引:40
作者
Byford, M. [2 ]
Kuh, D.
Richards, M. [1 ]
机构
[1] Royal Free & Univ Coll Med Sch, MRC Unit Lifelong Hlth & Ageing, Dept Epidemiol & Publ Hlth, London WC1B 5JU, England
[2] UCL, Sch Med, Dept Epidemiol & Publ Hlth, London W1N 8AA, England
基金
英国医学研究理事会;
关键词
Parenting; cognition; intergenerational; birth cohort; CHILDREN; ACHIEVEMENT; CHILDHOOD; QUALITY; MOTHERS; HEALTH;
D O I
10.1093/ije/dyr188
中图分类号
R1 [预防医学、卫生学];
学科分类号
1004 ; 120402 ;
摘要
Background Cognitive ability is an important contributor to life chances, with implications for cycles of advantage or disadvantage across generations. Parenting practices are known to influence offspring cognitive development, but the extent to which these mediate intergenerational continuities and discontinuities in cognitive ability has not been adequately studied. Methods We used factor analysis to derive summary measures of parenting practices, and regression analyses and path modelling to test associations between these and cognitive function at age 8 years in 1690 first offspring of the British 1946 birth cohort. Analyses allowed for direct and indirect effects of parental original and achieved social circumstances, educational attainment and own childhood cognitive ability. Additional covariates were provided by indicators of parental physical and mental health. Results Regression analyses revealed that three aspects of parenting, intellectual home environment, parental aspiration and cognitive stimulation, were positively and independently associated with offspring childhood cognitive ability, whereas coercive discipline was negatively and independently associated. Path modelling was appropriate for intellectual environment, which also revealed direct and indirect effects of parental cognitive ability and educational and occupational attainment on offspring cognitive ability. Conclusion Parenting practices, particularly provision of an intellectual environment, were directly associated with offspring cognitive development. These data add to the relatively few studies that examine intergenerational continuity and discontinuity in cognitive ability.
引用
收藏
页码:263 / 272
页数:10
相关论文
共 35 条
[21]   Economic deprivation, maternal depression, parenting and children's cognitive and emotional development in early childhood [J].
Kiernan, Kathleen E. ;
Huerta, M. Carmen .
BRITISH JOURNAL OF SOCIOLOGY, 2008, 59 (04) :783-806
[22]  
Kuczynski L., 2003, HDB DYNAMICS PARENT, P3
[23]   Family resources and parenting quality: Links to children's cognitive development across the first 3 years [J].
Lugo-Gil, Julieta ;
Tamis-LeMonda, Catherine S. .
CHILD DEVELOPMENT, 2008, 79 (04) :1065-1085
[24]   School achievement and adult qualifications among adoptees: A longitudinal study [J].
Maughan, B ;
Collishaw, S ;
Pickles, A .
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, 1998, 39 (05) :669-685
[25]   Protective and damaging effects of mediators of stress - Elaborating and testing the concepts of allostasis and allostatic load [J].
McEwen, BS ;
Seeman, T .
SOCIOECONOMIC STATUS AND HEALTH IN INDUSTRIAL NATIONS: SOCIAL, PSYCHOLOGICAL, AND BIOLOGICAL PATHWAYS, 1999, 896 :30-47
[26]   Effects of fully-established Sure Start Local Programmes on 3-year-old children and their families living in England: a quasi-experimental observational study [J].
Melhuish, Edward ;
Belsky, Jay ;
Leyland, Alastair H. ;
Barnes, Jacqueline .
LANCET, 2008, 372 (9650) :1641-1647
[27]   Is education causal? Yes [J].
Richards, Marcus ;
Sacker, Amanda .
INTERNATIONAL JOURNAL OF EPIDEMIOLOGY, 2011, 40 (02) :516-518
[28]   Social inequality in educational achievement and psychosocial adjustment throughout childhood: magnitude and mechanisms [J].
Sacker, A ;
Schoon, I ;
Bartley, M .
SOCIAL SCIENCE & MEDICINE, 2002, 55 (05) :863-880
[29]   TRANSACTIONAL MODELS IN EARLY SOCIAL-RELATIONS [J].
SAMEROFF, A .
HUMAN DEVELOPMENT, 1975, 18 (1-2) :65-79
[30]   INTERGENERATIONAL TRANSMISSION OF HARSH PARENTING [J].
SIMONS, RL ;
WHITBECK, LB ;
CONGER, RD ;
WU, CI .
DEVELOPMENTAL PSYCHOLOGY, 1991, 27 (01) :159-171