Ethnic group differences in early head start parents' parenting beliefs and practices and links to children's early cognitive development
Ethnic group differences in early head start parents' parenting beliefs and practices and links to children's early cognitive development
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DOI：
10.1016/j.ecresq.2009.08.002
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发表时间：
2009-12-01
影响因子：
3.7
通讯作者：
Keels, Micere
中科院分区：
文献类型：
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作者：
Keels, Micere
研究数据来自早期Head Start研究和评估研究，用来检验几个因素在多大程度上调节了种族之间和种族内部的育儿信念和行为差异，以及儿童的早期认知发展(1198个家庭的分析样本)。研究结果表明，西班牙裔、欧洲裔和非洲裔美国人在育儿信念和行为上存在显著差异。儿童在24个月的认知发展中也表现出显著的种族差异；这些差异完全可以通过控制母亲的认知技能来解释，这是通过词汇知识来衡量的。相比之下，母亲的养育行为只是种族差异在儿童认知发展中的部分中介。结构方程模型被用来检验在每个种族中，衡量的育儿信念和行为在多大程度上中介了母亲的认知技能对儿童早期认知发展的影响。分析表明，从母亲的认知技能到儿童认知发展的中介路径，通过“主流”的育儿信念和行为，对于欧洲裔美国家庭来说比西班牙裔和非裔美国家庭更强。讨论了提高低教育程度父母与学校教育相关的认知技能的政策含义。(C)2009 Elsevier Inc.保留所有权利。
Data from the Early Head Start Research and Evaluation study were used to examine the extent to which several factors mediate between- and within-ethnic-group differences in parenting beliefs and behaviors, and children's early cognitive development (analysis sample of 1198 families). The findings indicate that Hispanic-, European-, and African-Americans differ significantly in their parenting beliefs and behaviors. Children also evidence significant ethnic group differences in 24-month cognitive development; these differences were fully accounted for by controlling for maternal cognitive skills, as measured by lexical knowledge. In comparison, maternal parenting behaviors were only a partial mediator of ethnic group differences in children's cognitive development. Structural equation modeling was used to examine, within each ethnic group, the extent to which measured parenting beliefs and behaviors mediate the effect of maternal cognitive skills on children's early cognitive development. Analyses show that the mediated path from maternal cognitive skills to child cognitive development, via "mainstream" parenting beliefs and behaviors, was stronger for European-American families than for Hispanic- and African-American families. The policy implications of increasing the schooling-related cognitive skills of low-educated parents are discussed. (C) 2009 Elsevier Inc. All rights reserved.