SOCIALIZATION MEDIATORS OF THE RELATION BETWEEN SOCIOECONOMIC-STATUS AND CHILD CONDUCT PROBLEMS
SOCIALIZATION MEDIATORS OF THE RELATION BETWEEN SOCIOECONOMIC-STATUS AND CHILD CONDUCT PROBLEMS
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DOI：
10.1111/j.1467-8624.1994.tb00774.x
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发表时间：
1994-04-01
影响因子：
4.6
通讯作者：
BATES, JE
中科院分区：
文献类型：
--
作者：
DODGE, KA;PETTIT, GS;BATES, JE
其目的是研究社会化过程，这可能解释早期社会经济地位和后来的儿童行为问题之间的关系。从学前班到3年级，对585名儿童（n = 51，来自最低社会经济阶层）进行了代表性抽样。社会经济地位在学前评估显着预测教师评定的外化问题和同伴评定的攻击行为在幼儿园和1，2，3年级。社会经济地位与儿童社会化和社会背景中的8个因素呈显著负相关，包括严厉的纪律，缺乏母亲的温暖，暴露于攻击性的成年人模型，母亲的攻击性价值观，家庭生活压力源，母亲缺乏社会支持，同伴群体不稳定，缺乏认知刺激。这些因素，反过来，显着预测教师额定的外化问题和同伴提名的侵略，并占一半以上的社会经济地位对这些结果的总影响。这些研究结果表明，社会经济地位对儿童的攻击性发展的影响的一部分，可能是介导的地位相关的社会化经验。
The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems. A representative sample of 585 children (n = 51 from the lowest socioeconomic Class) was followed from preschool to grade 3. Socioeconomic status assessed in preschool significantly predicted teacher-rated externalizing problems and peer-rated aggressive behavior in kindergarten and grades 1, 2, and 3. Socioeconomic status was significantly negatively correlated with 8 factors in the child's socialization and social context, including harsh discipline, lack of maternal warmth, exposure to aggressive adult models, maternal aggressive values, family life stressors, mother's lack of social support, peer group instability, and lack of cognitive stimulation. These factors, in turn, significantly predicted teacher-rated externalizing problems and peer-nominated aggression and accounted for over half of the total effect of socioeconomic status on these outcomes. These findings suggest that part of the effect of socioeconomic status on children's aggressive development may be mediated by status-related socializing experiences.