Mothers' and fathers' support for child autonomy and early school achievement

被引：83

作者：

Belsky, Jay ^{[1
]}

Booth-LaForce, Cathryn

Bradley, Robert ^{[2
,3
]}

Brownell, Celia A. ^{[4
]}

Burchinal, Margaret ^{[5
]}

Campbell, Susan B. ^{[4
]}

Clarke-Stewart, K. Alison ^{[6
]}

Cox, Martha

Friedman, Sarah L.

Houts, Renate ^{[7
]}

Kelly, Jean F. ^{[2
]}

Knoke, Bonnie ^{[7
]}

Marshall, Nancy ^{[8
]}

McCartney, Kathleen

Morgan-Lopez, Antonio ^{[7
,9
]}

Morrison, Frederick ^{[10
]}

O'Brien, Marion ^{[11
]}

Owen, Margaret Tresch ^{[12
]}

Parke, Ross ^{[13
]}

Payne, Chris ^{[11
]}

Pianta, Robert ^{[14
]}

Spieker, Susan ^{[2
]}

Vandell, Deborah Lowe ^{[15
]}

Weinraub, Marsha ^{[16
]}

机构：

[1] Univ London, London WC1E 7HU, England

[2] Univ Washington, Seattle, WA 98195 USA

[3] Univ Arkansas, Little Rock, AR 72204 USA

[4] Univ Pittsburgh, Pittsburgh, PA 15260 USA

[5] Univ N Carolina, Chapel Hill, NC 27515 USA

[6] Univ Calif Irvine, Irvine, CA USA

[7] Res Triangle Inst, Res Triangle Pk, NC 27709 USA

[8] Wellesley Coll, Wellesley, MA 02181 USA

[9] Harvard Univ, Cambridge, MA 02138 USA

[10] Univ Michigan, Ann Arbor, MI 48109 USA

[11] Univ N Carolina, Greensboro, NC USA

[12] Univ Texas Dallas, Dallas, TX 75230 USA

[13] Univ Calif Riverside, Riverside, CA 92521 USA

[14] Univ Virginia, Charlottesville, VA 22903 USA

[15] Univ Wisconsin, Madison, WI 53706 USA

[16] Temple Univ, Philadelphia, PA 19122 USA

来源：

DEVELOPMENTAL PSYCHOLOGY | 2008年 / 44卷 / 04期

关键词：

mother-child relationships; father-child relationships; early academic achievement; child social adjustment; transition to school;

D O I：

10.1037/0012-1649.44.4.895

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Data were analyzed from 641 children and their families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to test the hypotheses that in the early school years, mothers' and fathers' sensitive support for autonomy in observed parent-child interactions would each make unique predictions to children's reading and math achievement at Grade 3 (controlling for demographic variables), children's reading and math abilities at 54 months, and children's level of effortful control at 54 months and that these associations would be mediated by the level of and changes over time in children's observed self-reliance in the classroom from Grades I through 3. The authors found that mothers' and fathers' support for autonomy were significantly and uniquely associated with children's Grade 3 reading and math achievement with the above controls, but only for boys. For boys, the effect of mothers' support for child autonomy was mediated by higher self-reliance at Grade I and of fathers' support for child autonomy by greater increases in self-reliance from Grades 1 through 3.

引用

页码：895 / 907

页数：13

共 84 条

[51] A comparison of methods to test mediation and other intervening variable effects [J].