The home environments of children in the United States part II: Relations with behavioral development through age thirteen
The home environments of children in the United States part II: Relations with behavioral development through age thirteen
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DOI：
10.1111/1467-8624.t01-1-00383
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发表时间：
2001-11-01
影响因子：
4.6
通讯作者：
Coll, CG
中科院分区：
文献类型：
--
作者：
Bradley, RH;Corwyn, RF;Coll, CG
这项研究探讨了儿童接触各种父母行为、材料、事件和条件的频率，以及这些接触与他们的幸福感的关系。第1部分重点关注年龄、种族和贫困状况的差异。在研究的第二部分，家庭环境的主要方面（包括母亲的反应，学习刺激和打屁股）和儿童从出生到13岁的发展结果之间的关系进行了调查。检查的结果是早期运动和社会发展，词汇发展，成就和行为问题。这些关系进行了研究，在贫困和非贫困的欧洲裔美国人，非洲裔美国人和西班牙裔美国人的家庭使用分层线性模型。发现最一致的关系是学习刺激和儿童的发展状况之间的关系，与父母的反应和打屁股的结果，年龄，种族和贫困状况的函数不同。证据表明，与年龄较大的儿童相比，年龄较小的儿童的关系略强。
This study examined the frequency with which children were exposed to various parental actions, materials, events, and conditions as part of their home environments, and how those exposures related to their well-being. Part 1 focused on variations by age, ethnicity, and poverty status. In Part 2 of the study, relations between major aspects of the home environment (including maternal responsiveness, learning stimulation, and spanking) and developmental outcomes for children from birth through age 13 were investigated. The outcomes examined were early motor and social development, vocabulary development, achievement, and behavior problems. These relations were examined in both poor and nonpoor European American, African American, and Hispanic American families using hierarchical linear modeling. The most consistent relations found were those between learning stimulation and children's developmental status, with relations for parental responsiveness and spanking varying as a function of outcome, age, ethnicity, and poverty status. The evidence indicated slightly stronger relations for younger as compared with older children.