Long-term Effects of Parents' Education on Children's Educational and Occupational Success: Mediation by Family Interactions, Child Aggression, and Teenage Aspirations.
Long-term Effects of Parents' Education on Children's Educational and Occupational Success: Mediation by Family Interactions, Child Aggression, and Teenage Aspirations.
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DOI：
10.1353/mpq.0.0030
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发表时间：
2009-07
期刊：
影响因子：
--
通讯作者：
Huesmann LR
中科院分区：
文献类型：
--
作者：
Dubow EF;Boxer P;Huesmann LR
我们从童年中期和青春期晚期的环境变量和个人变量来研究个人在48岁时的教育和职业成功的预测。我们特别关注父母在童年中期的教育水平的预测作用，控制社会经济地位和儿童智商的其他指标，以及负面家庭互动、童年行为和青少年后期愿望的中介作用。数据来自哥伦比亚县纵向研究，该研究始于1960年，当时纽约州一个半农村县的856名三年级学生和他们的父母一起接受了采访；参与者在19岁、30岁和48岁时再次接受了采访。父母在孩子8岁时的受教育程度显著预测了孩子40年后的教育和职业成功。结构模型显示，父母教育水平对子女48岁时的教育水平和职业声望没有直接影响，但有显著的间接影响，独立于其他预测变量的影响。这些间接影响通过19岁受教育意愿和19岁受教育水平介导。这些结果为父母教育对40年后成人成就的独特预测作用提供了强有力的支持，并强调了父母教育效应的中介（如青少年晚期成就和成就相关愿望）在发展中的重要性。
We examine the prediction of individuals’ educational and occupational success at age 48 from contextual and personal variables assessed during their middle childhood and late adolescence. We focus particularly on the predictive role of the parents’ educational level during middle childhood, controlling for other indices of socioeconomic status and children’s IQ, and the mediating roles of negative family interactions, childhood behavior, and late adolescent aspirations. Data come from the Columbia County Longitudinal Study, which began in 1960 when all 856 third graders in a semi-rural county in New York State were interviewed along with their parents; participants were reinterviewed at ages 19, 30, and 48. Parents’ educational level when the child was 8 years old significantly predicted educational and occupational success for the child 40 years later. Structural models showed that parental educational level had no direct effects on child educational level or occupational prestige at age 48 but had significant indirect effects that were independent of the other predictor variables’ effects. These indirect effects were mediated through age 19 educational aspirations and age 19 educational level. These results provide strong support for the unique predictive role of parental education on adult outcomes 40 years later and underscore the developmental importance of mediators of parent education effects such as late adolescent achievement and achievement-related aspirations.