Love, discipline and elementary school achievement: The role of family emotional climate
Love, discipline and elementary school achievement: The role of family emotional climate
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DOI：
10.1016/j.ssresearch.2010.03.008
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发表时间：
2010-07-01
影响因子：
2.5
通讯作者：
Youn, Min-Jong
中科院分区：
文献类型：
--
作者：
Bodovski, Katerina;Youn, Min-Jong
采用结构方程模型，我们研究了家庭情绪气氛的决定因素及其对儿童的学业成绩和课堂行为的长期影响，在五年级结束。我们采用了ECLS-K数据，一个大型的，具有全国代表性的美国小学生样本。在幼儿园春季测量家庭情绪气氛，包括三个维度：父母的抑郁，父母的温暖，和使用的物理纪律。主要发现：低SES，黑人和单亲更容易报告抑郁症状。黑人父母更有可能使用体罚，但他们也报告了更大的父母温暖。亚裔父母不太可能使用体罚，但也不太可能表达父母的温暖。父母抑郁症与增加使用身体纪律和减少父母温暖有关。在幼儿园测量的父母抑郁症与较低的阅读和数学成绩以及五年级末较低的学习方法有关。在幼儿园使用物理纪律与较低的五年级数学成绩有关。(C)2010年爱思唯尔公司All rights reserved.
Using structural equation modeling we examined the determinants of family emotional climate and its long-term impact on children's academic achievement and classroom behavior at the end of 5th grade. We employed the ECLS-K data a large, nationally representative sample of U.S. elementary school students. Family emotional climate was measured in the spring of kindergarten and included three dimensions: parental depression, parental warmth, and use of physical discipline. Main findings: low SES, Black and single parents were more likely to report depressive symptoms. Black parents were more likely to use physical discipline, but they also reported greater parental warmth. Asian parents were less likely to use physical discipline, but also were less likely to express parental warmth. Parental depression was associated with increased use of physical discipline and reduced parental warmth. Parental depression, measured in kindergarten, was associated with lower reading and math achievement and lower approaches to learning at the end of 5th grade. Use of physical discipline in kindergarten was associated with lower 5th-grade math achievement. (C) 2010 Elsevier Inc. All rights reserved.