Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and hispanic children in a national sample
Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and hispanic children in a national sample
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DOI：
10.1111/j.1467-8624.2007.00987.x
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发表时间：
2007-01-01
影响因子：
4.6
通讯作者：
Aber, J. Lawrence
中科院分区：
文献类型：
--
作者：
Raver, C. Cybele;Gershoff, Elizabeth T.;Aber, J. Lawrence
本文采用幼儿纵向研究-幼儿园队列（ECLS-K）研究了白人、黑人和西班牙裔6岁儿童的家庭收入、物质困难、养育方式和入学准备之间关系的复杂模型。检验这些复杂模型的普遍性至关重要，特别是考虑到它们对干预、预防和公共政策的影响。因此，本研究提出了一个问题：低收入和早期入学准备指标的测量和模型对白人、黑人和西班牙裔儿童的适用性是不同的还是相似的？首先测试了物质困难、父母压力、父母行为、儿童认知技能和儿童社会能力的测量等效性。然后通过检查种族/民族群体中的类别成员是否调节预测因子与幼儿入学准备之间的关联来测试模型等效性。
This paper examines complex models of the associations between family income, material hardship, parenting, and school readiness among White, Black, and Hispanic 6-year-olds, using the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). It is critical to test the universality of such complex models, particularly given their implications for intervention, prevention, and public policy. Therefore this study asks: Do measures and models of low income and early school readiness indicators fit differently or similarly for White, Black, and Hispanic children? Measurement equivalence of material hardship, parent stress, parenting behaviors, child cognitive skills, and child social competence is first tested. Model equivalence is then tested by examining whether category membership in a race/ethnic group moderates associations between predictors and young children's school readiness.